Can a Culture of Error Be Really Developed in the Classroom without Teaching Students to Distinguish between Errors and Anomalies?

Autor/in	Ariso, José María
Titel	Can a Culture of Error Be Really Developed in the Classroom without Teaching Students to Distinguish between Errors and Anomalies?
Quelle	In: Educational Philosophy and Theory, 51 (2019) 10, S.1030-1041 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ariso, José María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1519699
Schlagwörter	Error Patterns; Teaching Methods; Identification; Classroom Environment; Educational Philosophy; Comparative Analysis; Guidelines; Student Needs; Preschool Education; Elementary School Students + Suchen Sie Ihr Suchwort? Fehlertyp; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikation; Identifizierung; Klassenklima; Unterrichtsklima; Bildungsphilosophie; Erziehungsphilosophie; Richtlinien; Pre-school education; Vorschulerziehung
Abstract	It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein's "On Certainty" to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students' needs and development level in order to foster a culture of error that begins by distinguishing error from anomaly, which constitutes a practical as well as conceptual necessity particularly in Child and Primary Education, as it is just then when anomalies most frequently arise in the form of questions and answers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01