Subjects, Disciplines and Practices

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-02-28 DOI:10.1093/jopedu/qhad015
C. Winch
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Abstract

This article attempts to show how Hirst’s earlier work on forms of knowledge, and his later work on education as an inculcation into practices, have close connections, closer than those made explicit in his own writings. In fact, it can be argued that, in some sense, the idea of a practice is fundamental to understanding the ways in which knowledge is organized, and thus to the epistemic claim that knowledge is organized differently according to the various ways in which it is acquired and evaluated. This approach allows us to make a distinction between disciplines and subjects that in turn allows us to distinguish knowledge-seeking from knowledge transmitting activities, particularly in the context of school subjects and thus to bring out more clearly the relationship between the practical side of knowledge acquisition and evaluation, on the one hand, and the structure of the knowledge thus acquired, on the other. By doing this, we can see an underlying unity in Hirst’s concerns that is not so obvious at first sight.
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学科、学科和实践
这篇文章试图展示赫斯特早期关于知识形式的工作,以及他后来关于教育作为对实践的灌输的工作,是如何有着密切的联系的,比他自己的作品中明确的联系更紧密。事实上,可以说,在某种意义上,实践的概念是理解知识组织方式的基础,因此也是知识根据获取和评估的各种方式而不同组织的认识论主张的基础。这种方法使我们能够区分学科和学科,进而使我们能够区别知识寻求和知识传递活动,特别是在学校学科的背景下,从而更清楚地揭示知识获取和评估的实践方面之间的关系,以及由此获得的知识的结构。通过这样做,我们可以在赫斯特的担忧中看到一种潜在的团结,这种团结乍一看并不那么明显。
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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.
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