It’s not what you know: Curriculum and transdisciplinarity

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Journal Article
Curriculum Perspectives, 2016, 36 (1), pp. 47 - 58
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© 2016, Australian Curriculum Studies Association Incorporated 2016. This Position Paper explores a transdisciplinary approach to constructing and enacting curriculum. It comes at a time of curricular renewal in many countries, and is intended to provoke discussion on an alternative or supplementary means of confi guring and delivering learning experiences. It seeks to transcend a curricular approach that centres on what students ought to know and be able to do, and proposes a model outlining a range of behavioural attributes or capacities, such as creativity, compassion and critical thinking, that are worth culturing in learners. It adopts as a starting point the notion that various discipline areas have been traditionally associated with particular ways of encountering and understanding phenomena. Examples include the logic typically associated with maths and science study, or the aesthetics associated with a study of music or the arts. Each approach might serve as a lens through which to encounter and make sense of phenomena associated with other discipline areas, to engender new ways of seeing, knowing, understanding and questioning.
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