Uitkomsgebaseerde onderwys in die lig van moderniteit en postmoderniteit
Outcomes-based education in the light of modernity and postmodemityWestern civilization is in the midst of a paradigm shift from the modem era with its technical rationality to the postmodern era with its eclectic and pluralistic perspective. This paradigm shift has far-reaching consequences for edu...
| Authors: | ; ; |
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| Format: | Electronic Article |
| Language: | Undetermined language |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2000
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| In: |
Koers
Year: 2000, Volume: 65, Issue: 2, Pages: 191-203 |
| Further subjects: | B
Curriculum 2005
B Reformational perspective B Modernity B outcomes-based education B Postmodernity |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | Outcomes-based education in the light of modernity and postmodemityWestern civilization is in the midst of a paradigm shift from the modem era with its technical rationality to the postmodern era with its eclectic and pluralistic perspective. This paradigm shift has far-reaching consequences for education in general and teacher training in particular. Many new ideas in education for example the learner-centred approach, the teacher as facilitator and the emphasis on the interrelatedness of subjects stem from postmodern thinking. If educators are not aware of the differences in thinking between the two paradigms, they will not be able to understand the changes taking place at the moment and could be negatively inclined towards educational reforms. The future debate on the course and direction for education cannot progress if these cultural and philosophical changes are ignored. |
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| ISSN: | 2304-8557 |
| Contains: | Enthalten in: Koers
|
| Persistent identifiers: | DOI: 10.4102/koers.v65i2.471 |
