David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 40 (1):213–227 (2008)
In modern, Western societies the purpose of schooling is to ensure that school-goers acquire knowledge of pre-existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of something that is separate from knowledge itself. Since the object of knowledge is assumed to exist separately from the knowledge itself, this epistemology can also be considered ‘spatial.’ In this paper we show how ideas from complexity have challenged the spatial epistemology’ of representation and we explore possibilities for an alternative ‘temporal’ understanding of knowledge in its relationship to reality. In addition to complexity, our alternative takes its inspiration from Deweyan ‘transactional realism’ and deconstruction. We suggest that ‘knowledge’ and ‘reality’ should not be understood as separate systems which somehow have to be brought into alignment with each other, but that they are part of the same emerging complex system which is never fully ‘present’ in any (discrete) moment in time. This not only introduces the notion of time into our understanding of the relationship between knowledge and reality, but also points to the importance of acknowledging the role of the ‘unrepresentable’ or ‘incalculable’. With this understanding knowledge reaches us not as something we receive but as a response, which brings forth new worlds because it necessarily adds something (which was not present anywhere before it appeared) to what came before. This understanding of knowledge suggests that the acquisition of curricular content should not be considered an end in itself. Rather, curricular content should be used to bring forth that which is incalculable from the perspective of the present. The epistemology of emergence therefore calls for a switch in focus for curricular thinking, away from questions about presentation and representation and towards questions about engagement and response.
|Keywords||complexity emergence epistemology representation schooling|
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References found in this work BETA
Ian Hacking (1983). Representing and Intervening: Introductory Topics in the Philosophy of Natural Science. Cambridge University Press.
John Dewey (1960/1975). Knowing and the Known. Greenwood Press.
David J. Chalmers (2006). Strong and Weak Emergence. In P. Davies & P. Clayton (eds.), The Re-Emergence of Emergence. Oxford University Press
Citations of this work BETA
Gert Biesta (2009). Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters. Journal of Philosophy of Education 43 (3):391-404.
Svend Brinkmann & Lene Tanggaard (2010). Toward an Epistemology of the Hand. Studies in Philosophy and Education 29 (3):243-257.
Sevket Benhur Oral (2014). Liberating Facts: Harman's Objects and Wilber's Holons. Studies in Philosophy and Education 33 (2):117-134.
Alan Thomas & Harriet Pattison (2013). Informal Home Education: Philosophical Aspirations Put Into Practice. Studies in Philosophy and Education 32 (2):141-154.
Teresa N. R. Gonçalves, Elisabete Xavier Gomes, Mariana Gaio Alves & Nair Rios Azevedo (2012). Theory and Texts of Educational Policy: Possibilities and Constraints. [REVIEW] Studies in Philosophy and Education 31 (3):275-288.
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