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Jim Mackenzie (2004). Still Irrelevant to Us.

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    Towards a Theory of Propositional Curriculum Content.John Tillson - 2014 - Journal of Philosophy of Education 48 (1):137-148.
    This article addresses two questions. The first question is this: ‘when ought teachers to encourage or discourage students’ belief of a given proposition on the one hand (call this ‘directive teaching’), and when ought teachers to simply facilitate students’ understanding of that proposition, on the other (call this ‘non-directive teaching’) (cf. the work of Michael Hand)? The second question is this: ‘which propositional content should curricula address?’ An answer to these questions would amount to what I will call a ‘theory (...)
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