Knowledge, Truth, and Education in Post-Normal Times

Autor/in	Horsthemke, Kai
Titel	Knowledge, Truth, and Education in Post-Normal Times
Quelle	In: Ethics and Education, 17 (2022) 4, S.373-387 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2022.2148382
Schlagwörter	Ethics; COVID-19; Pandemics; Barriers; Public Health; Social Differences; Access to Education; Internet; Foreign Countries; Access to Computers; School Closing; Democracy; Educational Opportunities; Distance Education; Epistemology; Indigenous Knowledge; Diversity; Knowledge Level; Learning Processes; Teaching Methods; Africa + Suchen Sie Ihr Suchwort? Ethik; Gesundheitswesen; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Demokratie; Bildungsangebot; Bildungschance; Distance study; Distance learning; Fernunterricht; Erkenntnistheorie; Wissensbasis; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Afrika
Abstract	The advent of COVID-19, a new and highly contagious form of Corona virus, in late 2019 cast a harsh light on human vulnerabilities and on the provocations (and opportunities) facing humanity. Although many of the more drastic measures applied within educational settings have since ceased to apply, at least for the time being, we are not yet 'past COVID': many of the challenges that are discussed here still exist. As we faced unprecedented disruption to economies, societies and education systems, the global health pandemic drew attention to existing inequalities and presented a clear picture of steps required for addressing the education of close to one billion students whose learning was hampered due to school closures. The magnitude of this challenge was and still is starkly manifest with the digital divide on the African continent. Democratization of education has been perceived to include facilitation of both formal and epistemic access (including allocation of new technologies for teaching and learning), reconceptualization of knowledge, truth and learning, recognition of 'other standpoints for knowledge' and 'very different knowledge registers,' recovery of 'lost knowledge resources' and connection of 'multiple ways of knowing,' and respectful engagement 'with indigenous and local knowledges,' idea that merit critical interrogation. (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	2024/1/01