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Inquiry‐based learning: personalisation or the rehabilitation of human value
Author(s) -
Steed Chris
Publication year - 2009
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 - 10.1080/09585170903438633
Subject(s) - value (mathematics) , personalization , rhetorical question , sociology , devaluation , theme (computing) , epistemology , intrinsic value (animal ethics) , psychology , engineering ethics , knowledge management , computer science , currency , environmental ethics , engineering , philosophy , linguistics , machine learning , world wide web , monetary economics , economics , operating system
In this article I argue that the concept of personalisation is simply rhetorical unless it facilitates theory and practice which takes seriously and engages with the value of the human person. The idea of human value is a fundamental theme in social and cultural life and the motor behind many psychological and social processes. Traditionally, knowledge presented as abstract and top down, and education systems which are driven by targets and economic imperatives, can unwittingly contribute to human devaluation by marginalising the personal, the idiosyncratic and the particular. The model of inquiry‐based learning discussed here offers pedagogical strategies which attend to the self who is learning, as well as facilitating learners in engaging with the moral questions of human value embedded in processes of knowledge construction.