https://doi.org/10.31261/CHOWANNA.2009.S.17
“Content of education” is a term understood and defined by scholars in different ways. The author has decided to elaborate on this concept, analyzing the selection of contents of education and describing their meaning in educational documents. The work starts with the explanation of the concept of “content”. According to one concise definition, content translates into the acquired knowledge, skills and habits. Some representatives of general didactics associate it with the concept of values, discussed from a philosophical, psychological, sociological or humanistic perspective, taken into account when selecting the contents of education. The content of education is identified with the concept of teaching (Niemierko, Kupisiewicz, Nowicki) or the concept of didactic concept (Denek). Okoń claims that whatever name we use, i.e. content of education, content of teaching or didactic content, the content refers to activities, the mastery of which enables people to shape their relationships with the surrounding world. The selection criteria of the content of education involve reference to educational requirements, rejection of obsolete knowledge, combination of theory and practice, and adjustment of the content to students’ psychophysical and perceptual predispositions. The last issue concerns the inclusion of selected contents of education in the core curriculum serving as the basis for curricula. The Ministry of Education and Sport has introduced a number of changes in this respect, calling for introduction of such contents that are appropriately adjusted to students’ capabilities and requirements of the changing world. The conclusions raise the topical research problem formulated by Gnitecki wondering which contents should be the basis of education of young people.
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2009
Published: 2020-08-12
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