Teaching to the Epistemic Self: Ascending and Descending the Ladder of Knowledge

Autor/in	Vernon, Esther
Titel	Teaching to the Epistemic Self: Ascending and Descending the Ladder of Knowledge
Quelle	In: Curriculum Journal, 31 (2020) 1, S.27-47 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vernon, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2019.1655460
Schlagwörter	Epistemology; Geography; Curriculum; Realism; Learning Processes; World Views + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Geografie; Curricula; Lehrplan; Rahmenplan; Realismus; Learning process; Lernprozess; World view; Weltanschauung
Abstract	This article builds up a sketch of the vertical movements within knowledge to argue for the importance of abstract systematised knowledge within horizontal knowledge domains such as geography. Unfolding as a narrative, the first section draws on realist theories of knowledge to discuss the basis for two contrasting directions of epistemic movement and the value of the notion of epistemic Self. The second stage turns to critical realist thought to give more insight into the nature of geographical knowledge as a horizontal knowledge structure. Third, the importance of curriculum knowledge reaching to the level of underlying abstract generative structures is explained through consideration of critical realist depth ontology. Finally, the iterative relationship between the two movements is explained in the context of pedagogy. In this way the article argues for the importance of attending to the vertical movement within a horizontal knowledge domain. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01