Knowledge Production and Utilization in Curriculum: A Special Case of the General Phenomenon

Knowledge utilization in the science of teaching: Traditional models and new perspectives

“…Even the most 'scientific' educational and instructional researchers seemed to have been following a fictional utilization concept: like many philosophers of science they believed that the relation between theories and technologies could be formulated on the basis of a logical transformation of nomological to technological statements. This conviction has proved to be wrong: Philosophy of Science does not imply a Philosophy of Technology (Drerup, 1979; Drerup & Terhart, I979)- 10 In addition to this, experience in the area of educational reform and innovation has drastically shown that the utilization of scientific knowledge in education is not in the first instance a logical problem of transforming general laws to efficient technologies, but a matter of psychological, social and political bargaining (Short, 1973). 11 The Enlightenment Model: Critics of the 'theory-to-technology' approach complained that the transfer of the epistemological ideal in natural science to educational research ignored the socio-cultural conditions and special communicative character of the educational enterprise.…”

Does Staff Training Really Work?

“…Each phase of the change process requires utilization of scientific and situational knowledge (Short 1973). (Carlson, Gallaher, Miles, Pellegrin andRogers 1964 andMahan andChickedantz 1977) conclude that a weak knowledge base is a major barrier to effective change.…”

Discourse, Rationality, and Educational Research: A Historical Perspective of RER1

“…There was one paper that reviewed a number of traditional empirical studies of curriculum research (Walker, & Schaffarzick, 1974). The other three articles included two policy reviews (Fullan & Pomfret, 1977;Kirst, & Walker, 1971) and a review of theoretical and philosophical studies (Short, 1973).…”