ERIC Number: EJ1009164
Record Type: Journal
Publication Date: 2013-Feb
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-8249
EISSN: N/A
Available Date: N/A
Curriculum Design and Epistemic Ascent
Winch, Christopher
Journal of Philosophy of Education, v47 n1 p128-146 Feb 2013
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 earlier work of Paul Hirst. The different kinds of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples. (Contains 3 notes.)
Descriptors: Curriculum Design, Epistemology, Familiarity, Knowledge Level, Inferences, Concept Formation, Expertise, Academic Ability, Executive Function, Praxis, Best Practices, Instructional Development, Instructional Design, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
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Identifiers - Location: United Kingdom (England)
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