Reconstructing curriculum as philosophy of practice

Abstract

This is an essay about philosophy and the application of philosophy for social and educational practitioners on a daily basis. It argues that philosophy as social practice, as a way of living, is the great absence in formal education at all levels in many countries around the world. Philosophy is not to be taught in schools but is to be lived through curriculum, pedagogy and assessment. Unfortunately, the institutionalised learning of children is often complicit with neoliberal economic and political dictates (Harvey 2007). This is particularly so when schooling is taken to be primarily concerned with the transmission of knowledge already known. According to the American pragmatist, Dewey (1916), education can be seen as philosophy and philosophy as education when citizens and children actively confront the issues in their own lives and act in such a way as to convert an uncertain situation into one with more certain intent. Personal and collective reflection on the effects of such experience produces human knowledge and, over time, principles and values of mutual historical benefit, for peace and justice. Many neoliberal systems of schooling do not operate in accord with this general proposition. While there is international consensus regarding the central role of primary schooling in supporting the literacy and language development of young children, there is less agreement on the purpose of secondary schooling including subject content to be encountered and outcomes regarding post-school options. Radical reconstruction of the organisation of schooling and approaches to personal knowledge formation are urgently required. Following a brief discussion of current issues to illustrate dominant neoliberal requirements, this paper outlines some key ideas arising from the history of Greek philosophy, considers the significance of American Pragmatism for schooling today and then proposes a philosophical model and approach to curriculum, pedagogy and assessment that fundamentally redirects the purpose of education for all children regardless of socio-economic background. It takes a stand in opposition to pernicious neoliberalism.