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A Taxonomy of Knowledge Types for Use in Curriculum Design

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Bibliographic Details
Title: A Taxonomy of Knowledge Types for Use in Curriculum Design
Language: English
Authors: Carson, Robert N.
Source: Interchange: A Quarterly Review of Education. Mar 2004 35(1):59-79.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com.
Peer Reviewed: Y
Page Count: 21
Publication Date: 2004
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Curriculum Design, Classification, Curriculum Development, Knowledge Base for Teaching, Epistemology
DOI: 10.1023/B:INCH.0000039020.49283.90
ISSN: 0826-4805
Abstract: This article proposes the use of a taxonomy to help curriculum planners distinguish between different kinds of knowledge. Nine categories are suggested: empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective, narrative, and received. Analyzing lessons into the sources of their resident knowledge helps the teacher proceed in a less dogmatic manner, distinguishing between categories of knowledge based upon where that knowledge originates. This taxonomy facilitates a meta-narrative on the nature of knowledge--how it is discovered, invented, decided upon, and so on--and the form that it takes in human experience and learning.
Abstractor: Author
Entry Date: 2006
Accession Number: EJ733542
Database: ERIC
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com.
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  Data: This article proposes the use of a taxonomy to help curriculum planners distinguish between different kinds of knowledge. Nine categories are suggested: empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective, narrative, and received. Analyzing lessons into the sources of their resident knowledge helps the teacher proceed in a less dogmatic manner, distinguishing between categories of knowledge based upon where that knowledge originates. This taxonomy facilitates a meta-narrative on the nature of knowledge--how it is discovered, invented, decided upon, and so on--and the form that it takes in human experience and learning.
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