Educational Implications of the Concept of Powerful Knowledge for Curriculum Theory

Absrtact: Addressing knowledge and conceptualizing it can be considered the keystone of any epistemological paradigm in formulating a curriculum theory. This paper seeks to collect its educational implications for a curricular theory by referring to the powerful knowledge of Michael Young, following the philosophical roots of the critical realism behind this concept. To this end, referring to the positivist and interpretive epistemologies and the dogmatic or relativistic implications of the acceptance of each one about knowledge, the social realist's point of view has been taken to account for implications. In addition, this paper focuses on knowledge from a sociological point of view.