ABSTRACT

This article addresses how ‘powerful’ curriculum theory might be constructed from the perspective of the German Didaktik tradition—highly compatible with Schwab’s the Practical. To start with, I scrutinize Joseph Schwab’s model of curriculum planning and Wolfgang Klafki’s model of lesson preparation and examine two theories of content that underpin the two models. Invoking the German Didaktik tradition, I next explicate a distinctive form of theorizing that yields powerful curriculum/Didaktik theory. I argue that Didaktik, together with the Practical, provides a viable way of constructing powerful curriculum theory—exemplified by a theory of knowledge and a theory of content—in the current context. I conclude by drawing implications for our understanding of the powers of professional educational knowledge and for tackling the current crisis in educational theory.

摘要

本文探讨了如何从德国Didaktik传统的角度构建“强大的”课程理论，该理论与Schwab的《实践》高度兼容。首先，我仔细研究了约瑟夫·施瓦布（Joseph Schwab）的课程计划模型和沃尔夫冈·克拉夫基（Wolfgang Klafki）的课程准备模型，并研究了构成这两个模型基础的两种内容理论。接下来，我借鉴德国的Didaktik传统，阐述一种独特的理论形式，该理论产生了强有力的课程/ Didaktik理论。我认为Didaktik结合实践，提供了一种在当前背景下构建强大的课程理论（以知识论和内容论为例证）的可行方法。最后，我总结了一些对我们对专业教育知识力量的理解以及对付当前教育理论危机的启示。