How knowledge was dethroned in society and displaced in curriculum
The paradox of knowledge is that even though it is more important in late modernity and in the ‘knowledge society’, social trust in its truthfulness and objectivityhas been severely undermined.The consequence is thatwhile students’ need for access to knowledge has never been greater, it has been displaced from the centre of curriculum. How are we to account for this? Bhaskar (1998d: 121) argues that it is not enough to demonstrate that something is problematic, we have to explain why problematic approaches persist and are valorized and the deleterious social consequences that occur as a result. The chapter is thus a sociological analysis of the social conditions for, and the consequences arising from, the relativizing of knowledge in society as the basis for its displacement in curriculum.