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Competency, epistemology and pedagogy: curriculums holy trinity
Author(s) -
Katz Steven
Publication year - 2000
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585170050045164
Subject(s) - curriculum , vision , competence (human resources) , pedagogy , articulation (sociology) , accountability , spelling , sociology , curriculum development , curriculum theory , epistemology , psychology , political science , philosophy , social psychology , law , linguistics , politics , anthropology
In this era of heightened calls for accountability and standards, clear visions of competence are more necessary than ever and, moreover, these planned products of education need explicit articulation. Such articulation falls within the purview of the formal curriculum and it is with this that the present article concerns itself. It draws on a past Ontario, Canada curricular initiative, The Common Curriculum , as the vehicle through which to examine the difficulties inherent in spelling out a conception of competence. Such difficulties, it is argued, stem from the inextricable link between definitions of competence and their associated epistemological and pedagogical implications.