Forms of knowledge and curriculum coherence
This paper examines what is entailed by taking a socio-epistemic or 'knowledge-based' approach to considerations of curriculum and qualifications. The paper begins by examining the roots of diciplinary difference in the medieval universities and their treatment in contemporary scholarly work; discusses implications for curriculum and qualification differentiation; and shows how social, disciplinary and qualification organisation are aligned in the specialisation of consciousness.
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Document Type: Research Article
Affiliations: School of Education, University of Cape Town, Rondebosch 7701, Republic of South Africa
Publication date: 2009-07-01