Knowing "Wh" and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields

Autor/in	Winch, Christopher
Titel	Knowing "Wh" and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields
Quelle	In: Journal of Philosophy of Education, 51 (2017) 2, S.351-369 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12245
Schlagwörter	Educational Philosophy; Epistemology; Ability; Competence; Professionalism; Qualifications; Teacher Evaluation + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Fähigkeit; Fertigkeit; Kompetenz; Professionalität; Qualifikation; Qualifikationsstufe; Teacher appraisal; Lehrerbeurteilung
Abstract	Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability (know-how or KH) or as the possession of propositional knowledge (KT), perhaps in a practical form. Comparatively little has been written about knowing wh (KWh) constructions and the ways in which they do or do not fit into this debate. Do such debates have any bearing on the practical concerns of the educators of professionals? This paper considers the case of Knowing Wh constructions and their epistemic status with reference to their use in professional contexts. The argument to be developed is that KT and KH are distinct but closely related epistemic abilities and that in assessing professional capacity we often find them together as part of an overall professional competence. The use of KWh constructions in professional settings supports this contention, as they can occur as cases of both KT and KH, depending on context. The claim is illustrated by examining and interpreting KWh constructions in professional qualifications and interpreting them in the context of what is required to make sense of them as elements of qualifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01