Danka, István (2018) Practical Knowledge and Measurability in Education. GRADUS, 6 (2). pp. 210-216. ISSN 2064-8014
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Abstract
This paper argues that contemporary education policy standards face with an intemal contradiction within their reguirements. First, these standards make an emphasis on practical knowledge, or as often called, knowing-how. Second, they also imply guantitative . measurability in terms of effectiveness and applicability to out-of-school reguirements. ! shall argue that these two (and separately reasonable) reguirements contradict to one another, and hence they cannot be satisfied at the same time. The best education theorists and policy makers can do is finding a suitable balance between the two.
| Item Type: | Article |
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| Uncontrolled Keywords: | education theory efficiency measurability managerialism practical knowledge |
| Subjects: | H Social Sciences / társadalomtudományok > HB Economic Theory / közgazdaságtudomány |
| Depositing User: | Zoltán Subecz |
| Date Deposited: | 08 Jun 2020 14:17 |
| Last Modified: | 08 Jun 2020 14:17 |
| URI: | http://real.mtak.hu/id/eprint/109377 |
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