In tandem with the recent blogs with overviews of recent scholarly books on embodiment and being and becoming through higher education, this book 'developing curriculum for deep learning: the knowledge revival' brings a school-based context.
The book is open access and written by a range of authors from Europe (T, More - Belgium; N. Crato, Portugal, D. Muijs, UK; D. Wiliam, UK; P.A. Kirschner, Netherlands), Australia (J. Hattie) and New Zealand (E. Rata), many with scholarly contributions to the educational literature across many years.
There are five chapters, beginning with a summary and ending with a chapter of concluding remarks.
The second chapter argues for the need to ensure that the pursuit of knowledge is not left out in a curriculum crowded with many needs. The third chapter sets out the relationships between knowledge and the school curriculum. The fourth chapter has concluding remarks to close the argument.
The last executive summary lays out the reasons knowledge matters from the perspectives of learning (developing our minds as humans); sociology (knowledge contribution to society); democracy (to bring about better lives for all). The importance of the curriculum in ensuring knowledge is included is then discussed with the need to establish a knowledge rich curriculum through the school years.
Overall, good background on the aspect of knowledge in education. Its importance, role in learner's formative years, contribution to societal function. and the future of the human race.
