Integracja i deintergracja wiedzy szkolnej. Uwagi na marginesie koncepcji Basila Bernsteina
Integration and disintegration of school knowledge. Remarks concerning Basil Bernstein's theory

Summary/Abstract: According to reform of the Polish educational system, teachers of erly education are expected to implement the so called intergrated teaching-learning process. The problem is that there exists no definiction of intergrated education, which causes many serious misunderstandings. The proposal formulated most often by the authors of early education methodology concerns organising the syllabus around bigger topics instead of folowing the subject-lessons system. On of the school curriculum. The present article is a critical discussion of the most popular motifs, arguments and proposals related to intergrated early education in Poland. Its aim was to prove that Bedntein's theory explores educational reality in a much deeper and sophisticated way, so using it in order to explain the proposals of intergrated topics seems superficial and completely groundless. I clim that the model of teaching still spplited at Polish schools is a model of knowledge transmission, leading to disintergration of the children's system of meaning.

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