Derry, J;
(2018)
Knowledge in education: why philosophy matters.
[Book].
Professorial Lecture Series.
UCL IOE Press: London, UK.
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Abstract
In recent years ideas about education have polarized: on one side are those stressing facts and disciplines; on the other, those committed to the encouragement of learners to make their own meaning. By offering a fine-grained account of pedagogic practice and subject knowledge, recent developments in philosophy provide a means of reconfiguring the issue in a manner that transcends this simple opposition. Professor Jan Derry draws on the work of the neo-Hegelian philosopher Robert Brandom, termed inferentialism, to re-examine questions concerning knowledge that have preoccupied teachers, educational researchers and policymakers. Considerations about the nature of knowledge and understanding involve conceptions of mind, meaning, and activity. Common conceptions are challenged by adopting a Vygotskian approach to both pedagogic practice and knowledge, one that emphasizes the significance of normative constraints for both teachers and learners.
| Type: | Book |
|---|---|
| Title: | Knowledge in education: why philosophy matters |
| ISBN-13: | 9781782772668 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ucl-ioe-press.com/books/education-poli... |
| Language: | English |
| Additional information: | Copyright © Jan Derry 2018. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10061005 |
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