epistemology Archives

What Should Schools Teach?

The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach?

The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy.

This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.

Knowledge and Knowing in Media and Film Studies

For traditional subjects such as History, Art and Science, debate about the nature of knowledge in the school curriculum has produced a growing literature on the relationship between disciplinary knowledge and what is taught in schools. For newer subjects, however, the path is less clear.

Knowledge and Knowing in Media and Film Studies is the first book to grapple with the question for these two related subjects. Steve Connolly argues that, while Media and Film Studies each have a clear epistemological base, consideration of craft skills alongside factual knowledge and criticality has led to the development of different criteria for what constitutes valuable knowledge than in traditional school subjects. The book problematises this difference through a genealogy of both subjects as they appear in the English school curriculum, charting their historical and disciplinary origins within that system. In so doing it finds that, far from being ‘new’ subjects, Media and Film Studies have parallel histories with more established subjects. Using a range of primary and secondary data, including interviews with media and film teachers, case studies and historical sources, the book provides an account of knowledge and knowing in school Media Studies and Film Studies, which both consolidates existing views and proposes some new perspectives.

Architecture in Dialogue with an Activated Ground

Architecture in Dialogue with an Activated Ground sets out to validate the role of the unreasonable in the design process.

Using case study projects, architect Urs Bette gives an insight into the epistemological processes of his creative practice, and unveils the strategies he deploys in order to facilitate the poetic aspects of architecture within a discourse whose evaluation parameters predominantly involve reason. Themes discussed include the emergence of space from the staged opposition between the architectural object and the site, and the relationship between emotive cognition and analytic synthesis in the design act. In both cases, there is a necessary engagement with forms of ‘unreasonable’ thought, action or behaviours.

By arguing for the usefulness and validity of the unreasonable in architecture, and by investigating the performative relationship between object and ground, Bette contributes to the discourse on extensions, growth and urban densification that tap into local histories and voices, including those of the seemingly inanimate – the architecture itself and the ground it sits upon – to inform the site-related production of architectural character and space. In doing so, he raises debates about the values pursued in design approval processes, and the ways in which site-relatedness is both produced and judged.

War Essays

More than 20 years have passed since Iraq was invaded in an illegal war, justified on the basis of falsified evidence. Operation Iraqi Freedom led to untold human suffering and massive destruction, the ruinous consequences of which persist to this very day. The war and occupation also had a devastating impact on the history and heritage of Iraq, a land ironically seen as the cradle of civilisation. The scale of theft and destruction of heritage sent shockwaves around the world that had radical consequences for the trade in antiquities and museum practices across the globe, and contributed to a paradigm shift in the discipline of archaeology.

In War Essays Zainab Bahrani charts the devastation, cultural cleansing and targeted erasure of Iraq’s past, and argues that the topics of archaeology, history and memory must be analysed within the larger geopolitical issues of the contemporary Middle East. The essays present a counter-narrative of events that historicize the position of the historian and illustrate the enduring colonial practices of archaeology. Set within a narrative that reflects at once upon the violence of war and the processes of writing, an archaeologist’s personal journey unfolds. War Essays intertwines the autobiographical with the historical and analytical aspects of scholarship, weaving an eye-witness account of war with theoretical discussions around writing, the relationship of monuments, historical landscapes and memory, and how one’s sense of place in the world is disrupted by war.

On Learning, Volume 3

This book, as you can see from its title, is about learning, or at least about the concept and practice of learning. It investigates two meta-concepts, knowledge and learning, the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks of meaning, principally the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld. This book explores a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as a Bildung, justification, mathematical concepts such as averaging, probability, comparison, prediction and correlation, a bureaucratic theory of learning, social categories of learning and knowledge, and the relationship between ethics and learning.

On Learning, Volume 3: Knowledge, curriculum and ethics, like the first two volumes, is a response to empiricist and positivist conceptions of knowledge. The author challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities, over-simplified messages about learning, knowledge, curriculum and assessment, and the denial that values are central to understanding how we live and how we should live.

On Learning, Volume 2

This edited book, as you can see from its title, is about learning, or at least about the concept and practice of learning. The contributors to this volume are focusing on two meta-concepts, knowledge and learning, on the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks or constellations of meaning, principally: the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld.

In this book the various authors explore a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, inferential role semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as probability, woman, training, assessment, education, system, race, friendship, Bildung, curriculum, ecology and pedagogy. Like David Scott’s first volume of On Learning, this collection focusing on philosophy, concepts and practices is a response to empiricist and positivist conceptions of knowledge. It challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities; over-simplified messages about learning, knowledge, curriculum and assessment; and fostered the denial that values are central to understanding how we live and how we should live – the normative dimension to social policy and social theorising. This book is also an attempt at a Bildungstheorie.

On Learning

This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning.

A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression?

The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.

Praise for On Learning

‘Provides a nuanced and layered understanding of the complex concept and practice of learning to students and researchers.’
Educational Review

Karl Popper, Science and Enlightenment

Here is an idea that just might save the world. It is that science, properly understood, provides us with the methodological key to the salvation of humanity. A version of this idea can be found in the works of Karl Popper. Famously, Popper argued that science cannot verify theories but can only refute them, and this is how science makes progress. Scientists are forced to think up something better, and it is this, according to Popper, that drives science forward.

But Nicholas Maxwell finds a flaw in this line of argument. Physicists only ever accept theories that are unified – theories that depict the same laws applying to the range of phenomena to which the theory applies – even though many other empirically more successful disunified theories are always available. This means that science makes a questionable assumption about the universe, namely that all disunified theories are false. Without some such presupposition as this, the whole empirical method of science breaks down.

By proposing a new conception of scientific methodology, which can be applied to all worthwhile human endeavours with problematic aims, Maxwell argues for a revolution in academic inquiry to help humanity make progress towards a better, more civilized and enlightened world.

Happiness and Utility

Happiness and Utility brings together experts on utilitarianism to explore the concept of happiness within the utilitarian tradition, situating it in earlier eighteenth-century thinkers and working through some of its developments at the end of the nineteenth and beginning of the twentieth centuries. Drawing on a range of philosophical and historical approaches to the study of the central idea of utilitarianism, the chapters provide a rich set of insights into a founding component of ethics and modern political and economic thought, as well as political and economic practice. In doing so, the chapters examine the multiple dimensions of utilitarianism and the contested interpretations of this standard for judgement in morality and public policy.

The chapters are written in celebration of the career of Professor Frederick Rosen. They follow his work by concentrating on Bentham and the two Mills, and by the subtleties and sophistication of their understanding of one of the most alluring but elusive ideas of modern times. The volume will be of interest not only to admirers of Rosen but to academics and postgraduate students in disciplines such as Philosophy, Political Theory, History of Political Thought, Legal Theory and Legal History.