David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
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|
|Categories||categorize this paper)|
|Through your library||Configure|
References found in this work BETA
No references found.
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.
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.
Hamish Ross & Greg Mannion (2012). Curriculum Making as the Enactment of Dwelling in Places. Studies in Philosophy and Education 31 (3):303-313.
Similar books and articles
Duncan Pritchard (2005). Virtue Epistemology and the Acquisition of Knowledge. Philosophical Explorations 8 (3):229 – 243.
Brendan Kitts (1999). Representation Operators and Computation. Minds and Machines 9 (2):223-240.
Shao-yu Li & Kuan-jung Cheng, The Problematic Representations of Visuality, Dream, and Time in Shakespeare's A Midsummer Night's Dream.
Veikko Rantala (2001). Knowledge Representation: Two Kinds of Emergence. Synthese 129 (2):195 - 209.
P. Philippe & O. Mansi (1998). Nonlinearity in the Epidemiology of Complex Health and Disease Processes. Theoretical Medicine and Bioethics 19 (6):591-607.
Mark H. Bickhard (1998). A Process Model of the Emergence of Representation. In G. L. Farre & T. Oksala (eds.), Emergence, Complexity, Hierarchy, Organization, Selected and Edited Papers From the Echo Iii Conference. Acta Polytechnica Scandinavica. 3-7.
Paul Cilliers (2000). Knowledge, Complexity, and Understanding. Emergence 2 (4):7-13.
Jonathan L. Kvanvig (2003). The Value of Knowledge and the Pursuit of Understanding. Cambridge University Press.
Added to index2009-01-28
Total downloads88 ( #11,408 of 1,088,905 )
Recent downloads (6 months)1 ( #69,666 of 1,088,905 )
How can I increase my downloads?