A Touchstone of Finnish Curriculum Thought and Core Curriculum for Basic Education: Reviewing the Current Situation and Imagining the Future
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| Title: | A Touchstone of Finnish Curriculum Thought and Core Curriculum for Basic Education: Reviewing the Current Situation and Imagining the Future |
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| Language: | English |
| Authors: | Hakala, Liisa (ORCID |
| Source: | Prospects. Oct 2021 51(1-3):473-487. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, National Curriculum, Core Curriculum, COVID-19, Pandemics, Teacher Role, Ethics, Curriculum Design |
| Geographic Terms: | Finland |
| DOI: | 10.1007/s11125-020-09533-7 |
| ISSN: | 0033-1538 |
| Abstract: | Pandemics, like other global challenges, are unquestionably curricular issues. They are curriculum issues not only because of the disrupting consequences of COVID-19 and the economic and social crisis alike but also because people have, through their own activities, contributed to global catastrophes and perpetuated injustices. This article attempts to answer the question: How does Finnish curricular thought, including the role of the teacher and the core curriculum for basic education, respond to the various global crises? While reviewing the current situation, the article also imagines a post-COVID-19 curriculum. Reactivating what is still powerful in "Bildung/Didaktik" and emphasizing the importance of education's ethical dimension and the teacher's role as a curriculum theorist offer the means for dealing with the theme. In addition, understanding the structure of the National Core Curriculum document, the political dimension of the Finnish curriculum's design process, and the educative possibilities in subjects and multidisciplinary modules, the teacher is capable of creating opportunities for educational experiences that are (ethically) significant for students, proactively and in terms of crises. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1319212 |
| Database: | ERIC |
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| Abstract: | Pandemics, like other global challenges, are unquestionably curricular issues. They are curriculum issues not only because of the disrupting consequences of COVID-19 and the economic and social crisis alike but also because people have, through their own activities, contributed to global catastrophes and perpetuated injustices. This article attempts to answer the question: How does Finnish curricular thought, including the role of the teacher and the core curriculum for basic education, respond to the various global crises? While reviewing the current situation, the article also imagines a post-COVID-19 curriculum. Reactivating what is still powerful in "Bildung/Didaktik" and emphasizing the importance of education's ethical dimension and the teacher's role as a curriculum theorist offer the means for dealing with the theme. In addition, understanding the structure of the National Core Curriculum document, the political dimension of the Finnish curriculum's design process, and the educative possibilities in subjects and multidisciplinary modules, the teacher is capable of creating opportunities for educational experiences that are (ethically) significant for students, proactively and in terms of crises. |
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| ISSN: | 0033-1538 |
| DOI: | 10.1007/s11125-020-09533-7 |
