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Duschl, Richard; Avraamidou, Lucy; Azevedo, Nathália Helena – Science & Education, 2021
Grounded within current reform recommendations and built upon Giere's views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the "Evidence-Explanation (EE) Continuum." The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis…
Descriptors: Science Education, Epistemology, Data, Observation
Keenan, John; Kadi-Hanifi, Karima – Teaching in Higher Education, 2021
The question of why the works of Michel Foucault, Pierre Bourdieu and Jacques Derrida are often attributed to France by HE lecturers and students when the origins or developments of their key ideas come from northern Africa is examined from critical and personal standpoints. The article joins the call for the decolonisation of the HE curriculum…
Descriptors: Epistemology, Philosophy, Foreign Countries, College Curriculum
El Maarouf, Moulay Driss; Belghazi, Taieb; El Maarouf, Farouk – Educational Philosophy and Theory, 2021
COVID-19 has crowned a number of other disasters (wildfires in Australia, Desert Locusts in Kenya, an imminent WWIII merging Iran and the US), causing panic to click into place and horror to become our global predicament, making us realize that we live in the illusion of the permanence of things, of mastery, and of immortality. People's turning to…
Descriptors: COVID-19, Pandemics, Natural Disasters, World Problems
Horsthemke, Kai – Studies in Philosophy and Education, 2021
In the literature on inclusion and inclusive education there is a frequent conflation of (1) inclusion of diverse people, or people in all their diversity, (2) inclusion of diverse worldviews, and (3) inclusion of diverse epistemologies. Only the first of these is plausible--and perhaps even morally and politically mandatory. Of course, more needs…
Descriptors: Inclusion, Diversity, World Views, Epistemology
Connolly, Steve – Pedagogy, Culture and Society, 2021
Recent debates about the status of knowledge in the school curriculum have seen the emergence of attempts to connect curriculum reform to the ideas about 'powerful knowledge' articulated by Michael Young and other sociologists. This article argues that for the case of media education, and specifically its application in secondary schools (in the…
Descriptors: Journalism Education, Secondary Education, Epistemology, Realism
Webb, Sheila – Journal of Philosophy of Education, 2020
Chapter Eight of "Interpreting Kant in Education" again illustrates the tendency in education theory to attribute to Kant a radical subjectivism, an all-powerful mind, that leads to accusations of intellectualism and a disembedded conception of mind, detached from real life. Interpretations of Kant's terms, previously introduced from…
Descriptors: Educational Philosophy, Educational Theories, Epistemology, Sensory Experience
Webb, Sheila – Journal of Philosophy of Education, 2020
In Part One of "Interpreting Kant in Education," a reading of Kant was gradually developed by drawing on interpretations of his key terms and insights from contemporary exegesis and work in the philosophy of mind. This reading is used in Part Two to challenge the widespread 'Kantian' picture in education and address familiar criticisms…
Descriptors: Educational Philosophy, Constructivism (Learning), Epistemology, Sensory Experience
Webb, Sheila – Journal of Philosophy of Education, 2020
In this, the first chapter of "Interpreting Kant in Education," contrasting interpretations of some of Kant's central terms and insights are introduced. It is argued that some central assumptions about mind and world, rooted in traditional empiricist epistemology, have acted as obstacles in interpreting Kant. Discussion of John…
Descriptors: Educational Philosophy, Educational Theories, Epistemology, World Views
Webb, Sheila – Journal of Philosophy of Education, 2020
In previous chapters of "Interpreting Kant in Education," a particular set of assumptions about mind and world has been identified for their influence on the familiar 'Kantian' picture in education, a picture that receives widespread criticism. In this fourth chapter, various understandings of familiar concepts are again discussed for…
Descriptors: Educational Philosophy, Educational Theories, Epistemology, World Views
Webb, Sheila – Journal of Philosophy of Education, 2020
In the earlier chapters of "Interpreting Kant in Education," a reading of Kant was developed that contrasts sharply with the widespread 'Kantian' picture in education theory. Having discussed aspects of Kant's view in relation to empiricist and naturalist (mind-independent) epistemologies, I turn in this sixth chapter to contrast them…
Descriptors: Educational Philosophy, Educational Theories, Epistemology, World Views
Webb, Sheila – Journal of Philosophy of Education, 2020
In this final chapter of "Interpreting Kant in Education," I revisit and expand on some of the main differences in interpretation between the reading of Kant being presented and the familiar Kant found in education theory. It has been maintained that some deep-seated presuppositions from empiricist epistemology have influenced…
Descriptors: Educational Philosophy, Educational Theories, Epistemology, Experience
Tillson, John – Journal of Philosophy of Education, 2020
In this paper, I offer Brighouse et al some friendly suggestions for expanding the notion of 'educational goods', pose some challenges for their book's decision-making framework and offer an opportunity for them to fill some small, but interesting lacunas. I start by comparing their typology of desirable educational outcomes with alternative…
Descriptors: Decision Making, Models, Classification, Epistemology
Bedessem, Baptiste – Research Evaluation, 2020
The way research is, and should be, funded by the public sphere is the subject of renewed interest for sociology, economics, management sciences, and more recently, for the philosophy of science. In this contribution, I propose a qualitative, epistemological criticism of the funding by lottery model, which is advocated by a growing number of…
Descriptors: Financial Support, Peer Evaluation, Epistemology, Scientific Research
Nikolaidis, A. C. – Theory and Research in Education, 2023
While white ignorance is primarily produced and reproduced through social-structural processes, philosophy of education scholarship has focused on agent-centered educational solutions. This article argues that agent-centered solutions are ineffective and that education for disrupting white ignorance must be structure-centered. Specifically, the…
Descriptors: Racism, Racial Attitudes, Whites, Epistemology
Billman, Jennifer A.H. – American Journal of Evaluation, 2023
For over 30 years, calls have been issued for the western evaluation field to address implicit bias in its theory and practice. Although many in the field encourage evaluators to be culturally competent, ontological competence remains unaddressed. Grounded in an institutionalized distrust of non-western perspectives of reality and knowledge…
Descriptors: Program Evaluation, Evaluation Methods, Indigenous Knowledge, Phenomenology