教学与知识:难兄难弟

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Andrew Fisher, Jonathan Tallant
{"title":"教学与知识:难兄难弟","authors":"Andrew Fisher, Jonathan Tallant","doi":"10.1093/jopedu/qhad086","DOIUrl":null,"url":null,"abstract":"\n In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by Bakhurst (2020) who takes a strong view, opposed to our own. Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue that this is not the case; the connection does not hold. In the sections that follow, we consider several ways we might weaken the alleged conceptual connection between teaching and knowledge. In the concluding section, we consider two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" 14","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching and knowledge: uneasy bedfellows\",\"authors\":\"Andrew Fisher, Jonathan Tallant\",\"doi\":\"10.1093/jopedu/qhad086\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by Bakhurst (2020) who takes a strong view, opposed to our own. Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue that this is not the case; the connection does not hold. In the sections that follow, we consider several ways we might weaken the alleged conceptual connection between teaching and knowledge. In the concluding section, we consider two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred.\",\"PeriodicalId\":47223,\"journal\":{\"name\":\"JOURNAL OF PHILOSOPHY OF EDUCATION\",\"volume\":\" 14\",\"pages\":\"\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-12-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"JOURNAL OF PHILOSOPHY OF EDUCATION\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1093/jopedu/qhad086\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF PHILOSOPHY OF EDUCATION","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1093/jopedu/qhad086","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

在本文中,我们将探讨教学行为与传授知识之间的联系。我们的首要目标是证明,二者之间的联系没有人们想象的那么紧密。我们的出发点是巴赫斯特(Bakhurst,2020 年)最近发表的一篇论文。Bakhurst 认为,教学与传授知识之间存在紧密的概念联系。我们认为,事实并非如此;这种联系并不成立。在接下来的章节中,我们将考虑几种可能削弱教学与知识之间所谓概念联系的方法。在结论部分,我们考虑了两种完全切断概念联系的方法,同时又允许许多教学确实导致了知识的传授。我们认为这种观点更可取。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching and knowledge: uneasy bedfellows
In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by Bakhurst (2020) who takes a strong view, opposed to our own. Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue that this is not the case; the connection does not hold. In the sections that follow, we consider several ways we might weaken the alleged conceptual connection between teaching and knowledge. In the concluding section, we consider two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信