Rethinking Curriculum in Times of Shifting Educational Context

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Exploring the interplay of philosophy, psychology, sociology, and pedagogy, this book critically reexamines curriculum by posing essential questions about the integration of Eros and intellect, the escape from limiting ideologies, and the dynamics of teacher-learner relationships. It seeks to redefine meaning in curriculum through indigenous perspectives and emphasizes themes like reason, uncertainty, and transcendence. By addressing the complexities of knowledge and its relationship to the knower, the work aims to foster a more relevant and expansive understanding of educational practices.