Targeting knowledge within the process of knowledge transformation

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To define, which children are healthy and which are not, who has "regular" and who has "special" needs in Education is traditionally a question of medical and psychological matter. For long times it seemed that these questions can be answered objectively through standardised testing and other examination methods. This seemingly objective knowledge of natural sciences has to be translated in social contents: policy has to regulate the Education of the selected children. The answer in the form of a policy can be positioned somewhere on the long continuum of segregation and integration, where each country at any time has found different solutions, which are exposed to permanent efforts of reforming attempts. Our case study wants to analyse the changes in knowledge and in policy which occurred during this period, and of the way how knowledge is transferred to the political system from other subsystems of the society, e.g. from science and from the everyday practice.

NASSEHI A., VON DER HAGEN-DEMSZKY A. & MAYR K. (2009), The Amendment of the Bavarian Education Law in 2003: A Long Way towards Inclusion, Report, 1.

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