Educational contents

Authors

Stella Maris Vázquez

Abstract

This paper discusses the origin and the philosophical assumptions of the Spanish reform typology of contents, assumed by Argentine educational transformation in the 90s. It tries to show that the theses of social constructivism -rooted in Kantian idealism- and of psychological formalism, are still in force. The criterion of selection of curricular contents -social significance- is also discussed, attempting to show that the basic principles assumed by this criterion lead to relativization of pedagogical statements. The need to approach curricular theory from a metaphysical and anthropological foundation is proposed.

Key words: Educational contents. Educational Reform. Social constructivism. Formalism. Concepts. Procedures. Attitudes.

Citación recomendada | Recommended citation

Vázquez, S. M. (2001) . Educational contents. Revista Española de Pedagogía, 59(219). https://www.revistadepedagogia.org/rep/vol59/iss219/11

Licencia Creative Commons | Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License