Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

"Institutional Organization of Knowledge": The Missing Link in Educational Discourse


by Amnon Karmon — 2007

Background:

For over a hundred years, there have been efforts to change the way that schools transmit knowledge. Most of these efforts have failed. The most common explanations found in educational research for this are either: 1) macro-social, according to which social interests and powers hinder these changes. 2) teacher-oriented, according to which the teachers themselves either resist those changes or/and lack the training and qualifications necessary to carry them out. Although these explanations have a lot of truth to them, they ignore a crucial point, a “missing link” between teaching and subject matter, and society. Every educational institution has a special structure for organizing knowledge. This structure is independent in many respects from macro-social factors, as well as from teacher behavior, and it has important effects on the ways educational institutions deal with knowledge. Educational research has not yet provided a detailed and focused examination of “the institutional organization of knowledge” in education.

Focus of Study:

The article focuses on “the institutional organization of knowledge” in education. This concept refers to the procedures for arranging knowledge that precede the activity of teachers in the classrooms (teaching) and the subject matter learned (content). It thus encompasses everything that exists in an educational institution that is related to how the learned knowledge is organized before the teacher even begins teaching a particular subject in the classroom. The article examines its vital implications for the field of education.

Research Design:

A theoretical essay that presents a conceptual framework for understanding the institutional level of the educational system.

Conclusions:

The lack of a focused conceptual discussion and empirical research guided by theory regarding the institutional level of education prevents us from properly understanding the educational system and, no less important, from successfully changing it. The article outlines two main models of organization of knowledge for educational purposes that have taken over the field of education in the modern world. One is the model of inculcating existing knowledge and the other focuses on producing new knowledge. Both of these models have been found to be inappropriate for general education. Therefore, one of the most important challenges facing the world of education today is to create a new model of the institutional organization of knowledge for the benefit of general education.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase "Institutional Organization of Knowledge": The Missing Link in Educational Discourse
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $20 is available for a limited time.
$20
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$145


Cite This Article as: Teachers College Record Volume 109 Number 3, 2007, p. 603-634
http://www.tcrecord.org ID Number: 12826, Date Accessed: 12/20/2014 9:23:27 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Amnon Karmon
    Kerem Institute for Jewish Humanistic Teacher Training
    E-mail Author
    AMNON KARMON is Director of the Kerem Institute for Jewish Humanistic Teacher Training in Jerusalem, Israel. He is interested in alternatives to traditional teaching methods, the problems of change in education, and the relations between educational institutions and society.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS