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Every picture tells a story: epistemological access & knowledge

Every picture tells a story: epistemological access & knowledge. Johan Muller university of cape town Presented to THE ‘KNOWLEDGE & CURICULUM IN HIGHER EDUCATION’ SYMPOSIUM, CHED, UCT, 7 – 8 NOVEMBER, 2012. ‘A picture held us captive’, part 1: practice . ‘A picture holds us captive’

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Every picture tells a story: epistemological access & knowledge

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  1. Every picture tells a story: epistemological access & knowledge Johan Muller university of cape town Presented to THE ‘KNOWLEDGE & CURICULUM IN HIGHER EDUCATION’ SYMPOSIUM, CHED, UCT, 7 – 8 NOVEMBER, 2012.

  2. ‘A picture held us captive’, part 1: practice ‘A picture holds us captive’ • A ‘hothouse picture of teaching’ • ‘intelligible structure’ ‘Entitlement and achievement in education’ • Culture of entitlement • Becoming a ‘participant in a practice’

  3. ‘A picture held us captive’, part 1: cont. ‘Epistemic values in curriculum transformation’ ‘bulldozer drivers’ Value of epistemic access for academic development Clear line against anti-intellectualism Social justice

  4. Epistemic access: how do we know? • The virtues of empirical observation • Beyond empiricism & intellectualism • Wittgenstein & Kuhn • Where does academic development fit in? • Practices or knowledge?

  5. ‘A picture held us captive, part 2: theory Basil Bernstein in South Africa ‘Knowledge’ in South African educational scholarship ‘Knowledge’ in South African higher education scholarship

  6. ‘Knowing that’ & ‘knowing how’ ‘A pupil fails to follow an argument. He understands the premises and he understands the conclusion. But he fails to see the conclusion follows from the premises. The teacher thinks him rather dull but tries to help ...The pupil understands this and dutifully recites it alongside the premises … And still the pupil fails to see ... He accepts rules in theory but this does not force him to apply them in practice. He considers reasons, but he fails to reason’. (Ryle, 1945: 9)

  7. ‘Knowing that’ & ‘knowing how’ cont. • Christopher Winch on ‘systematically organised knowledge’ • ‘know that’ or propositional knowledge • ‘know how’ • Knowledge of inferential relations • Knowledge of claim-assessing procedures • Negotiating the ‘space of reasons’ • Beyond ‘’all KT’ & ‘all KH’ positions

  8. What does this mean for the curriculum? Theories and subjects Two triangles, not one All knowledge includes procedural knowledge Not all procedural knowledge is hierarchical Problem solving usually requires procedural knowledge from more than one subject

  9. Pictures of knowledge & knowledgeable action

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