Powerful knowns and powerful knowings

• Published in: Journal of curriculum studies Vol. 52; no. 3; pp. 323 - 336
• Main Author: Carlgren, Ingrid
• Format: Journal Article
• Language: English
• Published: London Routledge 03.05.2020; Taylor & Francis Ltd
• Subjects: Capacity Building; Competency Based Education; Curricula; Curriculum Development; Curriculum Research; Educational Change; Educational Objectives; Educational Theories; Elementary Secondary Education; epistemological practice turn; knowing-known; Knowledge; Outcomes of Education; powerful knowings; Powerful knowledge; subject specific capability
• ISSN: 0022-0272; 1366-5839; 1366-5839
• DOI: 10.1080/00220272.2020.1717634

The idea of powerful knowledge as a curriculum principle has led to extensive discussion. It has been framed as a way of bringing knowledge back into curriculum thinking in the light if its absence in curriculum theory. However, questions have been raised regarding powerful knowledge as a knowledge-based curriculum principle; questions about difficulties in converting it into curriculum content, as well as putting knowledge-as-an-end-in-itself above educational aims. The focus of this article is on how powerful knowledge can be conceived of as capacity-building curriculum content, as well as how this is related to the epistemological underpinning of the idea of powerful knowledge. Knowing as the capacity-building aspect of powerful knowledge is highlighted as is a widening of the concept of knowledge to also include tacit aspects in what counts as knowledge. Through revisiting Paul Hirst's forms of knowledge as well as his practice turn, I argue that Hirst became stuck in a tension similar to Michael Young and Johan Muller. By a shift of focus from powerful knowns to powerful knowings the tension between a knowledge and practice-based view of the curriculum can be dissolved.