Financial Literacy and the Curricularization of Knowledge

In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 1223-1234 (2018)
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Abstract

The chapter examines the notion of cumulative vs. noncumulative knowledge as it applies to the financial literacy. The mass public education programs may have a tendency to curricularize knowledge, which means shifting knowledge from cumulative, descriptive kinds closer to noncumulative or normative kind. When certain claims cross the border from cumulative, descriptive realm into the noncumulative, normative realm, they become vulnerable to rejection and may compromise large bodies of cumulative knowledge that support the normative claims. We should use the pragmatic and institutionalist epistemological thinking to prevent this from happening. We must know how institutions operate in the real world, and what are the likely unintended consequences of the curricularization of knowledge.

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10.1007/978-3-319-72761-5_84

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