On matters that matter in the curriculum studies: an interview with Ian Westbury

Ruzgar, M. Emir

doi:10.1080/00220272.2018.1537374

Cited by 11 publications

(9 citation statements)

References 17 publications

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“…Similarly, Didaktik as a 'reflective practice' is fundamentally concerned with educational relations (Hopmann, 1999;Ruzgar, 2018;Westbury, 2010). Therefore, the tradition is characterized by the use of models as tools to use in the process of reflecting upon these relations (Künzli, 1998).…”

Section: Theoretical Framework: Aristotle's Epistemology and The Didamentioning

confidence: 99%

Klafki’s critical-constructive Didaktik and the epistemology of critical thinking

Ryen

2019

Journal of Curriculum Studies

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What can educators working to develop critical thinking (CT) in their classrooms gain from engaging with the German/Scandinavian tradition of Bildung-centred Didaktik? This article takes up the challenge of how to develop an epistemology of CT that is relational and contextual and gives students the possibility of engaging in ethical debates about social justice, as called for by critical pedagogues such as Lim (2011, 2015). The backdrop is an increasing focus on CT as a prominent educational goal in the Organisation for Economic Cooperation and Development and beyond, a development that makes it important to clarify the epistemological basis for how CT can be developed in schools and the ethical foundations and implications of the different approaches in the field. The article compares the epistemology of Matthew Lipman's seminal work on CT, Thinking in Education (2003), with Wolfgang Klafki's critical-constructive Didaktik. To highlight and critically examine the relations on which the two approaches are built, a combination of Aristotelian epistemology and the 'Didaktik triangle' is used. The analysis shows there are valuable insights to be gained from Klafki's theory to further develop an epistemology of CT.

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Section: Theoretical Framework: Aristotle's Epistemology and The Didamentioning

confidence: 99%

Klafki’s critical-constructive Didaktik and the epistemology of critical thinking

Ryen

2019

Journal of Curriculum Studies

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“…In the German Didaktik, theory of educational content is construed as: the nature of content; educational value of the content; and the general organization of the content for educational purposes [38]. Also, at the core of German Didaktik, is the notion of "productive encounter" between content and students, which is analyzed and facilitated by teachers during teaching and learning [39,40]. To provide context to this discussion between ATD and the German Didaktik, our position is that the German Didaktik is a general theory on the art of teaching and learning, while ATD seeks to address teaching and learning issues within a subject areafor example mathematics.…”

Section: Anthropological Theory Of Didacticsmentioning

confidence: 99%

Students’ Productive Struggles in Mathematics Learning

Sayster¹,

Mhakure²

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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Using a predetermined framework on students' productive struggles, the purpose of this study is to explore high school students' productive struggles during the simplification of rational algebraic expressions in a high school mathematics classroom. This study is foregrounded in the anthropological theory of the didactic, and its central notion of a "praxeology"-a praxeology refers to the study of human action, based on the notion that humans engage in purposeful behavior of which the simplification of rational algebraic expressions is an example. The research methodology comprised a lesson study involving a sample of 28 students, and the productive struggle framework was used for data analysis. Findings show that the productive struggle framework is a useful tool that can be used to analyze students' thinking processes during the simplification of rational algebraic expressions. Further research is required on the roles that noticing and questioning can play for mathematics teachers to respond to and effectively support the students' struggles during teaching and learning.

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“…Ayrıca yeniden kavramlaştırma (Bümen ve Aktan, 2014) adında bir program akımı da Schwab'ın tartıştığı konuların oluşturduğu ortamda ortaya çıkmıştır. Schwab'ın dile getirdiği konuların üzerinden 50 yıllık bir zaman dilimi geçmiş olmasına karşın Schwab'ın savları alanda ya hâlâ geçerli söylemler olarak (Deng, 2013;Rüzgar, 2018;Westbury, 2013) ya da tarihsel kaynaklar olarak (Null, 2008;Schubert, 2008) kendine yer bulmaktadır. Bu durumda sorulması gereken sorular şunlardır: Schwab'ın alana yönelik çözümlemesi ve tartışmaları alan için günümüzde de geçerli midir?…”

Section: Emir Rüzgarunclassified

“…Buradaki temel sav, Amerika Birleşik Devletleri (ABD) alanyazını kapsamında eğitim programları alanının ölmediği ve hatta can dahi çekişmediğidir. Ancak alanda hâlâ Schwab dönemindekine benzer bunalım (kriz) tartışmalarının olduğu söylenebilir (Rüzgar, 2018). Temel sava ek olarak iki yan sav ileri sürülecektir: (1) Schwab'ın ardından alanı kurtardığını öne süren yeniden kavramlaştırma akımı alanın geleceği olamaz ve (2) alanın geleceği için en akılcı (rasyonel) yol, alanın öğrencilere sunacağı öğrenim hizmetleridir-alanın okullara ve okullaşmaya olan bağı [Okullaşma teriminin Türkçe alanyazında daha çok okulların fiziksel olarak inşası ve öğrencilerin okul düzeylerine göre okula devam etme oranları ile ilgili olarak ekonomi disiplini çerçevesinde ele alındığı görülmektedir (Günay ve Günay, 2016;Habacı, İncekara, Ürker, Atıcı ve Habacı, 2013;Özbaş, 2012).…”

Section: Emir Rüzgarunclassified

“…There, Schwab argued that the field was moribund in that it was unable by its backthen present methods and principles to do its function and was in need of new ones (Schwab, 1969). A half century has gone since the first time Schwab put forward his ideas, yet, his arguments still find a place in the field either as a still-valid set of assertions (Deng, 2013;Rüzgar, 2018;Westbury, 2013) or as a historical document (Null, 2008;Schubert, 2008). Are Schwab's analysis and discussion still valid for the field after all this time?…”

Section: Sonuçmentioning

confidence: 99%

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