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Epistemology In Education: Epistemological Development Trajectory 2 Epistemology in Education: Epistemological Development Trajectory Learning is a continuous process, and through the process of learning, people acquire or construct new knowledge; this knowledge is evaluated implicitly or explicitly (Hofer, 2000).
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Jun 15, 2007 · Our view is that the rejection of epistemological universalism and realism by relativists in the education community has been altogether much too facile––marked by a lack of attention to the logical implications of their contentions––and altogether unnecessary for the purposes of achieving equitable science education for diverse learners.
- William W. Cobern, Cathleen C. Loving
- 2008
Jun 21, 2020 · In this theoretical paper, I argue that whether science is universal or culture-specific endeavor is a nature of science (NOS) question that needs to be explored critically by learners in a science classroom. Delimiting the discussion to precollege (secondary) science education, I discuss the educational benefits of such a proposal and evaluate its potential from a perspective of developing ...
- Hagop A. Yacoubian
- hagop.yacoubian@lau.edu.lb
- 2020
May 6, 2020 · Conclusion. For the several reasons adduced, epistemology does indeed matter in education. This is not to say that every student must study it. But it is to say that an education that includes it is preferable to one that does not. At a minimum, students should have the option to study it as an elective subject if their school cannot, will not ...
- Harvey Siegel
- hsiegel@miami.edu
- Philosophy and Education: Neglect and Renewal
- Problems of Knowledge
- Dimensions of Practical Knowledge
- The Sociality of Knowledge, The Nature of Teaching
- Education and The Human Form
Some years ago, I wrote a short paper on the educational philosophy of Evald Ilyenkov (Bakhurst, 2). I began that essay by juxtaposing Ilyenkov's view with the prevailing opinion in Anglo-American philosophy. Ilyenkov, like many of the Russian thinkers I have studied, thought education was of such importance in human life that no serious philosophe...
An assumption of many, if not of all, the contributions to this issue is that knowledge is a, perhaps the, central concept in education. Whatever else teaching might aspire to achieve, its principal aim is to equip students with knowledge and the means to acquire it. But more than this, education should be seen, not as a process in which an anteced...
Analytic epistemology has typically been preoccupied with propositional knowledge or ‘knowledge-that’, as Ryle calls it. Educational theorists who disparage the concept of knowledge sometimes share this preoccupation. They then rightly point out that education involves more than conveying propositional knowledge, the emphasis on which betrays an un...
Another topic explored in this issue is the sociality of knowledge. Theorists of education have long understood the significance of this theme, even if it has sometimes been distorted by social constructionist and relativist views that, being grounded ultimately in sceptical assumptions, were poorly equipped to make sense of knowledge. What the epi...
One final theme, addressed directly by Andrea Kern and Sebastian Rödl, but present in a number of the essays (e.g. the contributions of Mertel and Carter), is how to develop a compelling philosophical anthropology that does proper justice to the centrality of education in human life. In my 2011 book, The Formation of Reason, I drew on McDowell's wo...
The increasing respectability of and philosophical interest in both social epistemology and philosophy of education are in any case salutary developments, each signaling both a broadening of the set of interests and issues deemed legitimate by practitioners of the parent discipline, and an increased willingness to take seriously the philosophical problems raised by the ubiquitous social ...
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The position that the epistemic aims of education should include fostering critical perspectives that teach students to analyze theory and findings from this perspective will be explored further in section 3. 3. A third line of criticism rejects the idea that truth is objective or universal.
