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Carr David (2007). « Towards an Educationally Meaningful Curriculum : Epistemic Holism and Knowledge Integration Revisited ». British Journal of Educational Studies, vol. 55, n° 1, p. 3–20. ISSN 1467-8527. En ligne : <http://onlinelibrary.wi ... 7.2007.00363.x/abstract>. 
Added by: Catherine Reverdy (27 Mar 2015 12:01:42 Europe/Paris)   Last edited by: Catherine Reverdy (27 Mar 2015 13:12:10 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.1467-8527.2007.00363.x
ID no. (ISBN etc.): 1467-8527
BibTeX citation key: Carr2007
Categories: General
Subcategories: Interdisciplinarité
Keywords: curriculum, interdisciplinarité
Creators: Carr
Collection: British Journal of Educational Studies
Views: 3242/3350
Views index: 37%
Popularity index: 9.25%
URLs     http://onlinelibra ... 7.00363.x/abstract
ABSTRACT: Despite the ‘progressive’ influence of the English Plowden Report and Scottish Primary Memorandum on British primary curricula from the 1960s onwards, secondary education has generally continued to follow a more traditional subject-centred route and post-war educational theorists have not generally been favourably inclined to other than subject-based modes of curriculum planning and organisation. However, in the light of current curriculum reviews on both sides of the Scottish border – calling for more educationally meaningful curricula – the perennial issue of how school knowledge might best be ordered for the coherent educational experience of pupils seems worth revisiting. To this end, this paper examines some of the influential post-war philosophical arguments against integrated and interdisciplinary approaches to the curricular organisation of knowledge, concluding that they are not as compelling as they might formerly have seemed.
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