Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo

Figures & data

Table 1. Curriculum perspectives with historical and present influence on purposes of schooling, curriculum content and definition of subject matter.

Academic rationalism	Social efficiency	Humanism	Social reconstructionism	Didaktik tradition
Transmission of disciplinary knowledge Subject matter consists of a canonical body of disciplinary knowledge, technique and way of knowing	Preparation of future citizens with requisite skills, knowledge and capital for economic and social productivity. Subject matter defined as practical or instrumental knowledge and skills that possess functional and utilitarian value.	Development of individual learners who pursue personal development, self-actualization, innovation and creativity. Subject matter defined as learning activities.	Use of education for social reform: emphasis on sociocultural contexts rather than on individual needs of learners. Subject matter defined as a learning experience, where students are engaged in meaningful learning experiences that might generate social agency.	Teachers’ work directed by the concept of Bildung, concerning the formation of mind and habit of learners. Subject matter as curriculum framework/content to realise its educative potential as interpreted and given life by teachers through Didaktik analysis.

Source: Adapted from Deng and Luke (2008).

Deng, Z., & Luke, A. (2008). Subject matter: Defining and theorizing school subjects. In F. Michael Connelly, M. Fang He, & J. Phillion (Eds.), The sage handbook of curriculum and instruction (pp. 66–87). Thousand Oaks, CA: Sage.

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