In this assignment, I will be outlining and analysing two academic papers written by Michael Young and John White and discussing their key arguments, whilst comparing and contrasting throughout.
The key argument in Michael Young’s paper is comprised of a number of aspects related to schooling. The main question that is being addressed is “What are schools for?” One associated factor of this argument mentions that every passing generation has to ensure they attempt to answer this broad-ranging question, due to the significance of how schools have a distinctive role to play for the future of academic individuals. Schools play a key part in building a bridge to the world of work for young people, assisting them to acquire knowledge, enabling them …show more content…
Young exemplifies two different notions of knowledge; in essence, he argues that it is beneficial to make a distinction between the “knowledge of the powerful” and “powerful knowledge”. The first term discusses who comes up with the definition of what knowledge is accounted for and who has accessibility to it. Perhaps, in today’s society, many people are attending higher educational institutions, thus it may seem plausible to conclude the fact that they possess a sense of power and supremacy in society, in turn allowing them to gain an ease of access to particular types of knowledge and acquiring it. The second concept is referred to as “powerful knowledge” where Young suggests that it is all about the power of knowledge and the role it can potentially carry out, meaning if it can deliver consistent elucidations or perchance, contribute to new perceptions of thinking differently about the world. Furthermore, touching upon a previous point regarding parents and the sacrifices they have taken, they strongly hope that their children obtain knowledge in education, as it is not accessible for them to acquire at home. Young also gives the impression that powerful knowledge is otherwise known as specialist knowledge, and if the school 's aims are to implement this “powerful knowledge”, then they will require teachers who possess that specialist …show more content…
White’s central argument opposed to Young’s claim is the fact that this type of knowledge does not provide much assistance in moulding and shaping the curriculum schools should have in place. He also states that Young is unsuccessful in complying with the criterion for the national curriculum, as it is deficient of theoretical framework and believes that powerful knowledge, as a rationale for a curriculum will easily fall apart once it has initially been subjected to
The key argument in Michael Young’s paper is comprised of a number of aspects related to schooling. The main question that is being addressed is “What are schools for?” One associated factor of this argument mentions that every passing generation has to ensure they attempt to answer this broad-ranging question, due to the significance of how schools have a distinctive role to play for the future of academic individuals. Schools play a key part in building a bridge to the world of work for young people, assisting them to acquire knowledge, enabling them …show more content…
Young exemplifies two different notions of knowledge; in essence, he argues that it is beneficial to make a distinction between the “knowledge of the powerful” and “powerful knowledge”. The first term discusses who comes up with the definition of what knowledge is accounted for and who has accessibility to it. Perhaps, in today’s society, many people are attending higher educational institutions, thus it may seem plausible to conclude the fact that they possess a sense of power and supremacy in society, in turn allowing them to gain an ease of access to particular types of knowledge and acquiring it. The second concept is referred to as “powerful knowledge” where Young suggests that it is all about the power of knowledge and the role it can potentially carry out, meaning if it can deliver consistent elucidations or perchance, contribute to new perceptions of thinking differently about the world. Furthermore, touching upon a previous point regarding parents and the sacrifices they have taken, they strongly hope that their children obtain knowledge in education, as it is not accessible for them to acquire at home. Young also gives the impression that powerful knowledge is otherwise known as specialist knowledge, and if the school 's aims are to implement this “powerful knowledge”, then they will require teachers who possess that specialist …show more content…
White’s central argument opposed to Young’s claim is the fact that this type of knowledge does not provide much assistance in moulding and shaping the curriculum schools should have in place. He also states that Young is unsuccessful in complying with the criterion for the national curriculum, as it is deficient of theoretical framework and believes that powerful knowledge, as a rationale for a curriculum will easily fall apart once it has initially been subjected to