Beyond Phronesis: the possibilities of the ontogenic curriculum

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Title Beyond Phronesis: the possibilities of the ontogenic curriculum
Author Smith, Calvin Douglas; Clark, Jo-Anne
Publication Title Challenging Higher Education: knowledge, policy and practice - SRHE Annual Conference
Editor Helen Perkins
Year Published 2009
Place of publication London
Publisher SRHE
Abstract The generic skills agenda within Australian was born out of the problem that graduates were not fully equipped for professional practice. Moving beyond and drawing on the findings of an Australian evaluation project on Graduate Attributes (The National GAP project), this paper will contextualise the generic skills debate historically and provide a new perspective on the problem by drawing on the notions of episteme, techné and phronesis. We suggest phronesis as too pragmatic to be useful for the problems that will need to be addressed by graduates in the 21st century. We argue for an interpretation of phronesis that shifts the emphasis from pragmatic wisdom to a broader ethical framework. We explore the possibilities and conditions of an ontogenic curriculum, provide examples and consider the implications for curriculum design. We discuss a consequentialist framework that might provide a suitable framing for higher education curricula into the future.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.srhe.ac.uk/
Copyright Statement Copyright remains with the authors 2009. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
Conference name SRHE 2009: Challenging Higher Education: knowledge, policy and practice
Location Newport, Wales, UK
Date From 2009-12-08
Date To 2009-12-10
URI http://hdl.handle.net/10072/31811
Date Accessioned 2010-02-25
Date Available 2010-11-15T08:15:51Z
Language en_AU
Faculty Griffith Institute for Higher Education
Subject Curriculum and Pedagogy Theory and Development
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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