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Information, knowledge and learning : some issues facing epistemology and education in a digital age

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posted on 06.12.2017, 00:00 by Colin LankshearColin Lankshear, M Peters, Michele KnobelMichele Knobel
"Philosophers of education have always been interested in epistemological issues. In their efforts to help inform educational theory and practice they have dealt extensively with concepts like knowledge, teaching, learning, thinking, understanding, belief, justification, theory, the disciplines, rationality and the like. Their inquiries have addressed issues about what kinds of knowledge are most important and worthwhile, and how knowledge and information might best be organised as curricular activity. They have also investigated the relationships between teaching and learning, belief and opinion, knowledge and belief, and data and information. For some a key issue has been how students can become autonomous knowers. This issue has often been bound up with questions about what count as appropriate standards for reasonableness or rationality, and the conditions under which we can properly regard understanding as having occurred. During the past decade renewed interest has been shown in what is involved in becoming an authority, expert or competent performer in a given area of knowledge, as well as in how we evaluate and critique different or competing beliefs, theories, points of view or paradigms."

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Editor

Lea MR; Nicoll K

Start Page

16

End Page

37

Number of Pages

22

ISBN-10

0415268087

Publisher

Routledge

Place of Publication

USA

Open Access

No

External Author Affiliations

Faculty of Education and Creative Arts; University of Glasgow;

Era Eligible

No

Number of Chapters

12

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