2012
DOI: 10.1111/1467-9752.12006
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Curriculum Design and Epistemic Ascent

Abstract: Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know‐how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the… Show more

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Cited by 137 publications
(118 citation statements)
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“…The occlusion or 'de-differentiating' (Muller 2015, 413) of valuable knowledge emerges in curricula if there is little appreciation of importance of offering students access to forms of conceptual coherence and the procedural and inferential know how that enables them to find their way around the knowledge base and evaluate new knowledge claims (Winch 2010(Winch , 2013. Recognising what should comprise a curriculum subject is invaluable, but the complexity, subtlety and differentiation that this entails run counter to trends towards the 'generic' in higher education (Bernstein 2000, 53), and instrumentalist demands for accountability and 'value for money'.…”
Section: Discussionmentioning
confidence: 99%
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“…The occlusion or 'de-differentiating' (Muller 2015, 413) of valuable knowledge emerges in curricula if there is little appreciation of importance of offering students access to forms of conceptual coherence and the procedural and inferential know how that enables them to find their way around the knowledge base and evaluate new knowledge claims (Winch 2010(Winch , 2013. Recognising what should comprise a curriculum subject is invaluable, but the complexity, subtlety and differentiation that this entails run counter to trends towards the 'generic' in higher education (Bernstein 2000, 53), and instrumentalist demands for accountability and 'value for money'.…”
Section: Discussionmentioning
confidence: 99%
“…What is considered systematically organised within a discipline can include forms of propositional knowledge (know that) and the knowledge of how to make inferences between propositions and to use procedures for assessing knowledge claims (know how) (Winch 2010;Muller 2014). In many disciplines, and their curriculum forms in higher education, types of experiential knowledge (or acquaintance knowledge) may be particularly important (Winch 2013) for students to get a feel for the subject matter and to engage in disciplinary practice. Curricula may contain differing admixtures of know that, know-how and acquaintance knowledge, and this may vary between disciplines and within disciplines, with differing institutions accenting aspects of the discipline differentially.…”
Section: Bernstein's Knowledge Structures and Disciplinary Communitiesmentioning
confidence: 99%
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“…This knowing that of teaching contains academic as well as diagnostic classifications. On the other hand, knowing that implies knowledge of the particular inferential relationships that are accepted within the given domain of knowledge (Winch 2012;. This is often learned as tacit knowledge or co-learning (Andersen 2000) through participation in practice, but can be articulated if needs be.…”
Section: Teacher Professional Knowledgementioning
confidence: 99%