Curriculum Studies and the Problem of Knowledge: Updating the Enlightenment?

Abstract

This article argues that, contrary to widespread views in the philosophy of education, the acquisition of knowledge, and therefore the nature of the knowledge to be acquired at school, is central to any debate about a future curriculum. It illustrates this argument with examples from recent policies for the 14–19 age group but suggests that the neglect of knowledge reflects more basic flaws in contemporary educational theory. The article reviews recent developments in terms of the principles of ‘insularity’ and ‘hybridity’ and goes on to argue for an alternative institutional or social realist approach. It concludes with some brief observations on how in framing a curriculum for the 21st century we might relate to Enlightenment ideas of reason truth and knowledge.