Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World
Edited By Gerd-Bodo von Carlsburg and Thomas Vogel
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
(Re)conceptionalisation of Curriculum in ContemporaryEducational Discourse: International and Lithuanian Perspectives
← 322 | 323 → (Re)conceptionalisation of Curriculum in Contemporary Educational Discourse: International and Lithuanian Perspectives
Tatjana Bulajeva, Šarūnė Nagrockaitė
Traditionally curriculum theorists and education philosophers have tried to clarify the concept of curriculum by proceeding from a review of definitions, found in the curriculum research field, to presenting their own definitions. Our paper provides a brief discussion of the issue of defining curriculum concept in contemporary educational discourse showing how curriculum is viewed by curricular theorists (traditionalists and reconceptualists) representing the modern and postmodern perspectives.
The discussed problems of Lithuanian curriculum and its terminology based on the analysis of Lithuanian educational discourse show that the main most widely used term „ugdymo turinys“ is exclusively defined in terms of content or subject matter. It calls for the necessity of clarification and reconceptualisation of curriculum notion considering its complexity and relatedness to different aspects of educational process.
Since the second half of the 20th century the analysis of the academic discourse on education provides evidences that the problems of curriculum and its concept remain in the focus of educational research. In spite of the constantly growing number of publications dealing with this theme on the international and national arenas, there seems to be a confusion still existing within this research field, which to some extent is due to the ambiguity of the curriculum concept in general, and curriculum theory in particular. Marsh (2004) states that a curriculum concept...