To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision. Eisner (1979, 2002) suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as Efland (1990) suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative? Brown (2001) suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum.
|Journal||Educational Philosophy and Theory|
|Publication status||Published - 2006|