Curricular Knowledge Perspective and Knowledge Teaching Under the Lens of Ignorance (Poster 2)

• In Event: Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies Structured Poster Session

Abstract

The debate between essentialist and anti-essentialist views of knowledge in China's basic education curriculum reform hinders students' holistic development. This paper uses literature analysis and philosophical inquiry to challenge this false dichotomy. Drawing on Kerwin and Hayek's theories on ignorance, it proposes that a curriculum knowledge perspective within the realm of ignorance should emphasize subjective involvement, situational dependence, tacit dimensions, and reflexivity. It concludes that knowledge instruction should integrate subjectivity and objectivity, contextuality and universality, explicitness and tacitness, and ontological and reflective aspects. This research offers valuable insights for transforming curriculum and instructional perspectives in China and provides theoretical guidance for teaching practices globally.

Author

• Huiyi Xu, Zhejiang University