Knowledge transfer in educational institutions in light of social epistemology

The field of social epistemology has been producing new discourses about knowledge generation and transfer while not forgetting the social aspects of them. One of its contributions is the acknowledgment of epistemic agents other than some lone subject in transferring and generating knowledge. For many centuries, people have been receiving knowledge through educational institutions. Social epistemology now allows us to reexamine the epistemology of education, primarily since education is usually made up of testimonial knowledge—knowledge that is “transferred” by teachers to students simply by the account of the teacher’s position as the educator. Philosophy of education, up until recently, has been concerned with types of education ideally pursued by students. However, social epistemology has turned our attention to aspects beyond normativity and set about the questioning of the nature of knowledge in education in the first place. We will see how, using social epistemology as a framework, new approaches to inquire about education and the transfer of knowledge can be determined. This paper will examine the changes in which we understand knowledge transfer done by educational institutions, particularly schools, considering the advances made in the field of social epistemology. The hopes of the exploration carried out in this paper are to reassess the way we go about the philosophy of education and to ignite further discussions concerning social epistemology and its impact on education.