Curriculum Design and Epistemic Ascent

Journal of Philosophy of Education 47 (1):128-146 (2013)
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Abstract

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples.

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Christopher Winch
King's College London

Citations of this work

Introduction.Mark Addis & Christopher Winch - 2017 - Journal of Philosophy of Education 51 (3):557-573.

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References found in this work

Making it Explicit.Isaac Levi & Robert B. Brandom - 1996 - Journal of Philosophy 93 (3):145.
Knowing How.Jason Stanley & Timothy Willlamson - 2001 - Journal of Philosophy 98 (8):411-444.
Articulating Reasons: An Introduction to Inferentialism.Robert Brandom - 2000 - Cambridge, Mass.: Harvard University Press.
Articulating Reasons: An Introduction to Inferentialism.Robert Brandom - 2002 - Philosophical Quarterly 52 (206):123-125.
On Certainty.Ludwig Wittgenstein, G. Anscombe, G. H. Von Wright, A. C. Danto & M. Bochner - 1992 - Philosophical Quarterly 42 (167):261-262.

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