Overcoming the crisis in curriculum theory: A knowledge-based approach.

Jana Brubaker

CT

Young, M.  (2013).  Overcoming the crisis in curriculum theory: A knowledge-based approach.  Journal of Curriculum Studies, 45(2), 101-118. Doi:10.1080/00220272.2013.764505

After reading a couple of articles that referenced Michael Young’s article, I thought that I would finally look at the article by him. Young believes that we have a responsibility to prepare students for their future careers.  This requires knowledge rather than just skills.  We need to teach students the knowledge of the past so that they can build on it for the future.  Teachers often put all of their stock in their own expertise, or in the student’s ability and motivation to discover.  Curriculum should find a balance between these.  However, curriculum is often constrained by people and politics, and choices limited.  The real crisis, however, is that curriculum theory fails to deal with epistemological questions concerning truth and, therefore, cannot define knowledge.  If we teachers cannot define knowledge for ourselves, the politicians will do it for us.  Students are entitled to knowledge; Young asks what a curriculum would look like with knowledge as its goal.  
In short, this type of curriculum would prepare students to engage in a dialogue with specific disciplines, and prepare them for this type of dialogue in their careers.  Overall, this was a fascinating article that challenges curriculum theorists.  It is no wonder there are so many responses to this article.  I completely agree that knowledge needs to be fully defined for education to be successful. Students need to be prepared to engage with the world of ideas; those ideas underlie every career path and discipline. If we do not empower them with this knowledge, they will remain at a disadvantage.