Towards a Theory of Propositional Curriculum Content

Journal of Philosophy of Education 48 (1):137-148 (2014)
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Abstract

This article addresses two questions. The first question is this: ‘when ought teachers to encourage or discourage students’ belief of a given proposition on the one hand (call this ‘directive teaching’), and when ought teachers to simply facilitate students’ understanding of that proposition, on the other (call this ‘non-directive teaching’) (cf. the work of Michael Hand)? The second question is this: ‘which propositional content should curricula address?’ An answer to these questions would amount to what I will call a ‘theory of propositional curricula content’, by providing both a means for choosing content, and a directive for teaching that content. While the answer that I give to the second question is unlikely to prove exhaustive, I still consider that it would form an important part of the answer, hence the title a ‘towards a theory of propositional curricula content’

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John Tillson
Liverpool Hope University

Citations of this work

Teaching Controversial Issues: A Pragmatic View of the Criterion Debate.Emil Sætra - 2019 - Journal of Philosophy of Education 53 (2):323-339.

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References found in this work

The miracle of theism: arguments for and against the existence of God.J. L. Mackie - 1982 - New York: Oxford University Press. Edited by Bernard Williams.
There Are No Norms of Belief.David Papineau - 2013 - In Timothy Chan (ed.), The Aim of Belief. Oxford University Press.
Religious upbringing reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545–557.
Religious Upbringing Reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545-557.

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