Transformation of Knowledge and Educational Reform

Description

This book defines the concept of knowledge transformation, describes the historical process of knowledge transformation, and analyses its deep influence on education theory and practice by virtue of multiple discipline resources. The general scope of this book encompasses the philosophy of education, curriculum studies, and education reform research. It enables readers to understand how 'hidden' epistemological factors have changed or reshaped the education system throughout history and at present.  Foreword Contents 1 Introduction: Knowledge and Education 1.1 Practice and Knowledge 1.2 Knowledge and Education References 2 Knowledge, Knowledge Form, and Knowledge Transformation 2.1 Knowledge 2.2 Knowledge Form and Knowledge Transformation 2.3 Knowledge Transformation and Social Transformation References 3 The Three Knowledge Transformations in Human History 3.1 Primitive Knowledge Form 3.2 Ancient Knowledge Form and the First Knowledge Transformation 3.3 Modern Knowledge Form and the Second Knowledge Transformation 3.4 The Third Knowledge Transformation and the Postmodern Knowledge Form References 4 The Historical Perspectives of Knowledge Transformation and Education Reform 4.1 Primitive Knowledge Form and Primitive Education 4.2 Ancient Knowledge Form and Ancient Education 4.3 Modern Knowledge Form and Modern Education 4.4 Postmodern Knowledge Transformation and the Crisis of Modern Education References 5 The Change of Knowledge Qualities and Education Reform 5.1 Knowledge Qualities and Education 5.2 Modern Knowledge Qualities 5.2.1 Objectivity 5.2.2 Universality 5.2.3 Neutrality 5.3 Postmodern Knowledge Qualities 5.3.1 From Objectivity to Culturality 5.3.2 From Universality to Contextuality 5.3.3 From Neutrality to Value 5.4 The Change in Postmodern Knowledge Qualities and Education Reform 5.4.1 Educational Purposes 5.4.2 The Choice of Curriculum Knowledge 5.4.3 The Teaching Process 5.4.4 Pedagogical Studies References 6 The Change of Knowledge Increasing Mode and Education Reform 6.1 The Increasing Mode of Modern Knowledge 6.2 The Increasing Mode of Postmodern Knowledge 6.3 The Change of the Knowledge Increasing Mode and Educational Reform References 7 Explicit Knowledge, Tacit Knowledge, and Education Reform 7.1 Explicit Knowledge and Tacit Knowledge 7.2 Explicit Knowledge, Tacit Knowledge, and Education Reform 7.3 Explicit Knowledge, Tacit Knowledge, and Normal Education References 8 Humanistic World, Humanistic Knowledge, and Humanistic Education 8.1 Natural World, Social World, and Humanistic World 8.2 Natural Knowledge, Social Knowledge, and Humanistic Knowledge 8.3 Scientific Education, Social Education, and Humanistic Education References 9 Indigenous Knowledge and Education Reform 9.1 What Is Indigenous Knowledge 9.2 Indigenous Knowledge and Internal Development 9.3 Indigenous Knowledge and Education Reform 9.3.1 Re-reflections on the Relationship Between “School” and “Society” 9.3.2 Indigenous Knowledge and Educational Purposes 9.3.3 Indigenous Knowledge and Curriculum Reform 9.3.4 Indigenous Knowledge and Teaching Reform References