From the vantage point of knowledge transformations entailed in curriculum making, this article seeks to contribute to a rethinking of the concept of powerful knowledge. It makes a case for linking the teaching of content knowledge to the development of human powers (understanding, ways of thinking, capabilities and dispositions) by way of knowledge transformations. The article starts by examining three perspectives or contributions to knowledge transformations: (1) Bernstein’s recontextualisation; (2) Chevallard’s didactic transposition; and (3) Gericke et al.’s transformations. This is followed by a discussion of what transformations entail from the perspective of Bildung-centred Didaktik, and what transformations mean in today’s context if education is centrally concerned with the development of human powers. It concludes by questioning the conflation of powerful knowledge with disciplinary knowledge.

中文翻译：

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强大的知识、转变和教学/课程思维

本文从课程制定中所涉及的知识转化的角度出发，力求对强大知识概念的重新思​​考做出贡献。它为通过知识转化将内容知识的教学与人的能力（理解力、思维方式、能力和性格）的发展联系起来提供了一个案例。本文首先研究了对知识转换的三个观点或贡献：（1）伯恩斯坦的重新语境化；(2) Chevallard 的说教换位；(3) Gericke等人的变换。随后从以Bildung为中心的Didaktik的角度讨论了转型需要什么，以及如果教育主要关注人类能力的发展，那么在今天的背景下，变革意味着什么。最后，它质疑强大的知识与学科知识的结合。