On Tacit Knowledge for Philosophy of Education

Belas, Oliver

doi:10.1007/s11217-017-9585-0

Cited by 2 publications

(1 citation statement)

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“…Recent curriculum reforms in the USA and the UK have led to adoption of 'knowledge-based' curricula (Gibb 2015;Hirsch 2016;Yandell 2017) that assume that the knowledge students should acquire can be represented as series of statements. We have argued that scientific concepts involve both propositional and non-propositional knowledge (Barsalou 2008;diSessa 1993;Henderson and Horgan 2000), so a curriculum that prioritises propositional knowledge and neglects to develop students' non-propositional knowledge will leave students with incomplete understanding (Belas 2017). There is a danger that school science classrooms can function like Mary's room.…”

Section: Conclusion-towards a Phenomenological Curriculummentioning

confidence: 99%

Keeping Students Out of Mary’s (Class)room

Brock

Hay

2019

Sci & Educ

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Whilst many science educators, it is reported, associate knowledge with justified true belief (JTB), epistemologists have observed that the JTB model is an incomplete account of knowledge. Moreover, researchers from several fields have argued that developing scientific expertise involves not only the acquisition of knowledge that can be expressed in the form of a sentence, propositional knowledge, but also knowledge that cannot be articulated. This article examines the Mary's room thought experiment proposed by Frank Jackson and applies it to the context of science education. The thought experiment imagines a scientist, Mary, who has learned all the available scientific information about the physical properties of a tomato and the process of colour vision without directly experiencing the fruit. Jackson poses the question of whether Mary will gain new knowledge when she encounters a tomato for the first time. An argument is put forward that propositional and non-propositional knowledge are distinct, and a case is made for the value of non-propositional knowledge in learning science. An analogy is drawn between the scientist in Jackson's thought experiment and a learner in a science classroom who is taught propositional knowledge about a scientific concept without directly experiencing relevant phenomena. It is argued that this approach to teaching fails to develop the learner's non-propositional knowledge. A number of strategies for supporting learners to develop non-propositional knowledge are discussed. It is argued that science educators should consider the phenomenological curriculum, the experiences that students should be introduced to alongside propositional knowledge, in order to develop scientific understanding.

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Section: Conclusion-towards a Phenomenological Curriculummentioning

confidence: 99%

Keeping Students Out of Mary’s (Class)room

Brock

Hay

2019

Sci & Educ

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Philosophy in mass education system: Teaching as a mimetic practice

Pavlovskij

2022

Obraz. nauka

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Introduction. The article tackles the problem of changing the role and place of philosophy in the mass education system. Today, mass education is closely connected with pragmatisation and technologisation; and these two processes spawn a concern whether it is useful to study philosophy, and, as a consequence, an aspiration to transform the understanding of teaching itself.Aim. The aim of the present paper was to reconceptualise the bespoke teaching experience within the framework of personalised academic tracks launched in the University of Tyumen in an attempt to address the problem.Methodology and research methods. The theoretical part of the research lays out the foundation of philosophy teaching as a mimetic practice based on a methodology, which is developed through the following concepts: the dichotomy of E. Giddens’ practical and discursive consciousness, M. Polanyi’s tacit knowledge, E. Mach’s economy of thought, and C. Wulf’s mimesis. This was a starting point of a philosophy teaching practice that was tested on a batch of students, approximately a quarter of which agreed to take an anonymous survey about the process and the results of the joined work.Results and scientific novelty. A draft of a conceptual foundation of mass philosophy teaching in the current context is laid out. At the core of the process, there is a mimetic transfer of tacit knowledge, ensuring a skill to philosophise. This process presupposes an interaction of four actors: a teacher, a student, a text and a group of students. The lecture is a demonstration of a personal philosophic style, and the Socratic seminar is a joint practice with an unpredictable finale. In this practice, there is a system, where the teacher is an inquiring moderator launching the student’s personal search, the text provides a connection with a philosophic tradition, and the group – with the everyday life. The survey showed that this approach is effective: students like the process, they understand the connection of the philosophical ideas with the real life, and they track the level of their own understanding of philosophical texts.Practical significance. The research results may be useful for other philosophy teachers who on the basis of this study may adjust their teaching practices to a mass philosophy course delivered in the current conditions; and for further development of the theory, first and foremost, in terms of formulating the philosophical content being used.

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On Tacit Knowledge for Philosophy of Education

Cited by 2 publications

References 19 publications

Keeping Students Out of Mary’s (Class)room

Keeping Students Out of Mary’s (Class)room

Philosophy in mass education system: Teaching as a mimetic practice

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