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      The weakness of 'powerful knowledge'

      research-article
      London Review of Education
      IOE Press
      KNOWLEDGE, CONCEPTS, EPISTEMOLOGY, PHILOSOPHY OF EDUCATION, CURRICULUM
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            Abstract

            This article offers a philosophical critique of Michael Young's notion of 'powerful knowledge', as found largely in his own but also in others' writings since 2009. The first part of the article focuses on the definitional connection that Young makes between 'powerful knowledge' and systematic relationships between concepts. It argues that most of the school subjects that Young sees as providing 'powerful knowledge' fall short on this requirement. It also comments on the place of educational aims and of everyday concepts in Young's thinking. The second part of the article draws attention to similarities and differences between Young's notion and the philosopher Paul Hirst's notion of 'forms of knowledge', claiming that Young's position is vulnerable to many of the critiques of Hirst's notion formulated between the 1960s and the 1990s.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            17 July 2018
            : 16
            : 2
            : 325-335
            Article
            1474-8460(20180717)16:2L.325;1- s11.phd /ioep/clre/2018/00000016/00000002/art00011
            10.18546/LRE.16.2.11
            f2f51a93-cd2d-407f-8cba-1961a5d9f596
            Copyright @ 2018
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            EPISTEMOLOGY,CURRICULUM,PHILOSOPHY OF EDUCATION,CONCEPTS,KNOWLEDGE

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