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| Content Provider | Springer Nature Link |
|---|---|
| Author | Marshall, James D |
| Copyright Year | 1998 |
| Abstract | Recent curriculum ‘reform’ in western educational systems has seen a major emphasis on electronic technology, but reform literature seldom problematises the form that this new education should take in this new mode of information. From the particular case of New Zealand it is argued that knowledge has been replaced by information, knowing that (something is the case) by knowing how (acquiring skills), while electronic writing tends to be treated as a mere extension of print literacy. However, the information economy is a major force restructuring not only the curriculum but, also, our social and cultural relations, established notions of knowledge, authority, and rights, and our notions of subjectivity. The purpose of this paper is to problematise this move to information in the new electronic technologies. |
| Starting Page | 313 |
| Ending Page | 321 |
| Page Count | 9 |
| File Format | |
| ISSN | 00393746 |
| Journal | Studies in Philosophy and Education |
| Volume Number | 17 |
| Issue Number | 4 |
| e-ISSN | 1573191X |
| Language | English |
| Publisher | Kluwer Academic Publishers |
| Publisher Date | 1998-01-01 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Philosophy of Education Education (general) Testing and Evaluation Theory of Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Philosophy Education |
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