This article discusses John White's recent critique of the notion of 'powerful knowledge'. It is argued that White raises some salient points but overlooks the genesis of powerful knowledge as an idea and its debt to Durkheim and Bernstein. It is suggested that the work of Michael Young and others on powerful knowledge can be understood as both an exercise in the sociology of educational knowledge and an intervention in debates about the curriculum. Explicating the relationship between exercise and intervention sheds further light on White's critique and its subject matter.

中文翻译：

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练习与干预：论强大知识的社会学

本文讨论约翰怀特最近对“强大知识”概念的批评。有人认为，怀特提出了一些要点，但忽略了强大知识作为一种思想的起源及其对涂尔干和伯恩斯坦的亏欠。有人建议，Michael Young 和其他人关于强大知识的工作既可以理解为教育知识社会学的练习，也可以理解为对课程辩论的干预。解释锻炼和干预之间的关系进一步阐明了怀特的批评及其主题。