{"title":"Embodiment Matters in Knowledge Building","authors":"Margaret Blackie, Kathy Luckett","doi":"10.1007/s11191-024-00506-2","DOIUrl":null,"url":null,"abstract":"<p>In this paper, we begin a conversation with educators invested in developing epistemic insight. We argue that generative artificial intelligence provides an opportunity to make a necessary corrective to our understanding of knowledge and knowledge building. The use of the metaphors of such as ‘human-as-machine’ has inadvertently promoted a reductive understanding of knowledge which has led to an impoverished version of higher education. In reducing the person to an information processor, knowledge has been artificially separated from the knower. The view of the human person as a relational being situated in time and space along with a recognition that intuition and imagination are important dimensions of knowledge development point to the significance of the embodiment of knowledge. For knowledge to have value and meaning, it must be enacted by a particular, embodied person. The recognition of the importance of embodiment and the associated implications are crucial if higher education is to respond in a meaningful way to the challenge presented by generative AI.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"9 1","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11191-024-00506-2","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In this paper, we begin a conversation with educators invested in developing epistemic insight. We argue that generative artificial intelligence provides an opportunity to make a necessary corrective to our understanding of knowledge and knowledge building. The use of the metaphors of such as ‘human-as-machine’ has inadvertently promoted a reductive understanding of knowledge which has led to an impoverished version of higher education. In reducing the person to an information processor, knowledge has been artificially separated from the knower. The view of the human person as a relational being situated in time and space along with a recognition that intuition and imagination are important dimensions of knowledge development point to the significance of the embodiment of knowledge. For knowledge to have value and meaning, it must be enacted by a particular, embodied person. The recognition of the importance of embodiment and the associated implications are crucial if higher education is to respond in a meaningful way to the challenge presented by generative AI.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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