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The Epistemological Development of Education

Author: Andrew Skourdoumbis

Publisher: Taylor & Francis

Published: 2022-12-16

Total Pages: 170

ISBN-13: 1000807959

This book documents the political and economic ramifications of the policy impetus for a "science of education" and what this means for classroom teachers, their teaching practices and for the field of education. In a critical exploration of current research and policy articulations of the purposes of education, with attention given to Australia, the UK and the USA, this book delineates the evaluative mechanisms involved in the strategic science as method adoption of accountability, competitiveness and test-driven criteria used in major education policy. It brings together the disciplines of sociology and philosophy by drawing on the theoretical insights of Michel Foucault, Pierre Bourdieu and John Dewey. In addition, the book argues for the deliberate use of the theoretical in education and is against the contemporary unquestioning advocacy that often accompanies a narrowly defined master narrative of a science of education. This book will be of special interest to post-graduate students as source material in general education courses and is also intended for academics with an interest in educational theory/philosophy and the sociology of education.

Personal Epistemology in the Classroom

Author: Lisa D. Bendixen

Publisher: Cambridge University Press

Published: 2010-01-28

Total Pages: 617

ISBN-13: 0521883555

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This book presents theoretical and empirical work pertaining to personal epistemology in the classroom and consider its broader educational implications.

Personal Epistemology

Author: Barbara K. Hofer

Publisher: Routledge

Published: 2012-08-21

Total Pages: 429

ISBN-13: 113660863X

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This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.

The Meaning of Learning and Knowing

Author: Erik Jan van Rossum

Publisher: BRILL

Published: 2010-01-01

Total Pages: 637

ISBN-13: 9460912532

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The Meaning of Learning and Knowing, co-authored by Erik Jan van Rossum and Rebecca Hamer, brings together empirical studies on epistemology, student thinking, teacher thinking, educational policy and staff development forging a solid and practical foundation for educational innovation.

Knowing, Knowledge and Beliefs

Author: Myint Swe Khine

Publisher: Springer Science & Business Media

Published: 2007-12-25

Total Pages: 473

ISBN-13: 1402065965

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Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.

Personal Epistemology and Teacher Education

Author: Jo Brownlee

Publisher: Routledge

Published: 2012-05-23

Total Pages: 302

ISBN-13: 1136656596

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Personal Epistemology and Teacher Education, edited by Joanne Brownlee, Gregg Schraw and Donna Berthelsen, provides an international perspective on teachers’ personal epistemology, or beliefs about the nature of knowledge and knowing. Research from The Netherlands, Cyprus, Australia, United States, Canada, Norway, and Taiwan is presented to provide diverse viewpoints on personal epistemology for early childhood, primary, secondary and tertiary teaching contexts. The text provides a platform for cutting-edge theory and research about how personal epistemology can be applied to the context of teacher education, thereby making explicit the connection between personal epistemology and teaching and students’ learning outcomes. Topics include: Cultural differences in teacher epistemology and the impact on students’ learning Teachers’ epistemological beliefs and inclusion Teachers’ epistemology and reading lessons, citizenship education, and teaching science Epistemology in a social context Teachers’ epistemological beliefs and student autonomy Teacher education and analysis of preservice and practicing teachers Implications of teachers’ epistemological beliefs Connections to future practice Teacher education and teacher behaviours are fore-grounded across the topics, with an emphasis on the origin and composition of teachers’ epistemological beliefs and how universities motivate change through formal teacher education. Teaching behaviours are discussed in relation to how teachers’ beliefs are related to the curricular and pedagogical choices that they make in their classrooms, assessment of learning outcomes, and classroom management practices.

Education, Indigenous Knowledges, and Development in the Global South

Author: Anders Breidlid

Publisher: Routledge

Published: 2013-02-11

Total Pages: 260

ISBN-13: 1136224750

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The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies. Through a series of case studies the book discusses how the domination of Western epistemology has had a major impact on the epistemological foundation of the education systems across the globe. The book queries the sustainability of hegemonic epistemology both in the classrooms in the global South as well as in the face of the imminent ecological challenges of our common earth, and discusses whether indigenous knowledge systems would better serve the pupils in the global South and help promote sustainable development.

Epistemologies of Ignorance in Education

Author: Erik Malewski

Publisher: IAP

Published: 2011-03-01

Total Pages: 313

ISBN-13: 1617353477

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Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth. The authors of this edited collection challenge the ambivalence – ignorance – found in the construction of curriculum, teaching practices, research guidelines, and policy mandates in our schools. Further, ignorance is also considered a necessary by- product of knowledge production. In this sense, the authors explore not only issues of complicity but also issues of oppression in spite of educators’ liberatory intentions. While this is the first systematic effort to transfer epistemologies of ignorance to the educational scene, this movement has its roots in race, class, gender, and sexuality studies, particularly the work of Charles Mills, Eve Kosofsky Sedgwick, Shannon Sullivan, and Nancy Tuana. It is our unequivocal belief that, while this is transformative and powerful scholarship, the study of ignorance remains understudied and under-theorized in education scholarship, from curriculum studies and cultural foundations to science education and educational psychology. This collection highlights without apology why this dangerous state of affairs cannot continue.

Teachers and the Epistemology of History

Author: Henrik Åström Elmersjö

Publisher: Springer Nature

Published:

Total Pages: 378

ISBN-13: 3031580567

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Ways of Learning and Knowing

Author: Hugh G. Petrie

Publisher: Living Control Systems Publ

Published: 2012-08

Total Pages: 374

ISBN-13: 1938090063

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Hugh Petrie, the author of the chapters in this anthology, spent his entire professional life as a philosopher, philosopher of education, and educational administrator fascinated by the questions of how we learn and how we know what we learn. The chapters in this anthology are selected from the articles and book chapters he published during his career. They include critiques of behaviorism and its supposed relevance to educational practice, analyses of the issues involved with interdisciplinary education, the nature of conceptual change, the role of metaphor as an essential component in learning anything radically new, a thorough-going examination of current educational testing dogma, and several discussions of the importance of ways of knowing for various educational policy issues. The works are informed throughout by the insights of evolutionary epistemology and Perceptual Control Theory. These two under-appreciated approaches show how an adaptation of thought and action to the demands of the natural and social world explain how learning and coming to know are possible. These insights are as relevant today as they were when the chapters were first written.