'This book tackles some of the most important educational questions of the day...It is rare to find a book on education which is theoretically sophisticated and practically relevant: this book is.' - "From the Foreword by Hugh Lauder". What is it in the twenty-first century that we want young people, and adults returning to study, to know? What is it about the kind of knowledge that people can acquire at school, college or university that distinguishes it from the knowledge that people acquire in their everyday lives everyday lives, at work, and in their families?"Bringing Knowledge Back In" draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earlier books "Knowledge and Control "and "The Curriculum of the Future". He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein's often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields.He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments. In so doing, the book: provides conceptual tools for people to think and debate about knowledge and education in new ways provides clear expositions of difficult ideas at the interface of epistemology and the sociology of knowledge makes explicit links between theoretical issues and practical/policy questions offers a clear focus for the future development of the sociology of education as a key field within educational studies. This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.
發表於2024-12-22
Bringing Knowledge Back in 2024 pdf epub mobi 電子書 下載
圖書標籤: 教育社會學 課程 教育理論 批判實在論 已購英文版
感覺此書之後,Michael Young既完成瞭對自己堅守瞭數十年研究信念的徹底否思(unthinking),更是真正繼承瞭自己的老師Basil Bernstein,而後者是那個影響瞭英國整整一代教育社會學傢的人。Michael Young的問題意識在於:如果所有的課程知識都是一種社會組織的知識(as socially organized Knowledge),都充斥著所謂的官方意識形態和社會權力分配,那麼課程教學的真正閤法性和客觀性又來自於哪裏呢?真實的教學活動又是如何發生的呢?裏麵就涉及到如何理解知識的社會建構性和客觀實在性。本人有幸曾於2015年11月親自聆聽過Michael Young介紹此書和他自述個人整個課程社會學研究生涯的講座。然而,當時的自己是一枚呆瓜,幾乎完全沒有聽懂。
評分感覺此書之後,Michael Young既完成瞭對自己堅守瞭數十年研究信念的徹底否思(unthinking),更是真正繼承瞭自己的老師Basil Bernstein,而後者是那個影響瞭英國整整一代教育社會學傢的人。Michael Young的問題意識在於:如果所有的課程知識都是一種社會組織的知識(as socially organized Knowledge),都充斥著所謂的官方意識形態和社會權力分配,那麼課程教學的真正閤法性和客觀性又來自於哪裏呢?真實的教學活動又是如何發生的呢?裏麵就涉及到如何理解知識的社會建構性和客觀實在性。本人有幸曾於2015年11月親自聆聽過Michael Young介紹此書和他自述個人整個課程社會學研究生涯的講座。然而,當時的自己是一枚呆瓜,幾乎完全沒有聽懂。
評分感覺此書之後,Michael Young既完成瞭對自己堅守瞭數十年研究信念的徹底否思(unthinking),更是真正繼承瞭自己的老師Basil Bernstein,而後者是那個影響瞭英國整整一代教育社會學傢的人。Michael Young的問題意識在於:如果所有的課程知識都是一種社會組織的知識(as socially organized Knowledge),都充斥著所謂的官方意識形態和社會權力分配,那麼課程教學的真正閤法性和客觀性又來自於哪裏呢?真實的教學活動又是如何發生的呢?裏麵就涉及到如何理解知識的社會建構性和客觀實在性。本人有幸曾於2015年11月親自聆聽過Michael Young介紹此書和他自述個人整個課程社會學研究生涯的講座。然而,當時的自己是一枚呆瓜,幾乎完全沒有聽懂。
評分感覺此書之後,Michael Young既完成瞭對自己堅守瞭數十年研究信念的徹底否思(unthinking),更是真正繼承瞭自己的老師Basil Bernstein,而後者是那個影響瞭英國整整一代教育社會學傢的人。Michael Young的問題意識在於:如果所有的課程知識都是一種社會組織的知識(as socially organized Knowledge),都充斥著所謂的官方意識形態和社會權力分配,那麼課程教學的真正閤法性和客觀性又來自於哪裏呢?真實的教學活動又是如何發生的呢?裏麵就涉及到如何理解知識的社會建構性和客觀實在性。本人有幸曾於2015年11月親自聆聽過Michael Young介紹此書和他自述個人整個課程社會學研究生涯的講座。然而,當時的自己是一枚呆瓜,幾乎完全沒有聽懂。
評分感覺此書之後,Michael Young既完成瞭對自己堅守瞭數十年研究信念的徹底否思(unthinking),更是真正繼承瞭自己的老師Basil Bernstein,而後者是那個影響瞭英國整整一代教育社會學傢的人。Michael Young的問題意識在於:如果所有的課程知識都是一種社會組織的知識(as socially organized Knowledge),都充斥著所謂的官方意識形態和社會權力分配,那麼課程教學的真正閤法性和客觀性又來自於哪裏呢?真實的教學活動又是如何發生的呢?裏麵就涉及到如何理解知識的社會建構性和客觀實在性。本人有幸曾於2015年11月親自聆聽過Michael Young介紹此書和他自述個人整個課程社會學研究生涯的講座。然而,當時的自己是一枚呆瓜,幾乎完全沒有聽懂。
Bringing Knowledge Back in 2024 pdf epub mobi 電子書 下載