Epistemology as Education: Know Thyself
In his Introduction to this Special Edition of Education Sciences, Andrew Stables points out that often, epistemological questions in education have been pursued in isolation from ethics and other social concerns. In part, this problem has been addressed by ‘local’ epistemologies—feminist, queer, po...
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| Format: | Article |
| Language: | English |
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MDPI AG
2016-12-01
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| Series: | Education Sciences |
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| Online Access: | http://www.mdpi.com/2227-7102/6/4/41 |
| _version_ | 1818038661615190016 |
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| author | Nigel Tubbs |
| author_facet | Nigel Tubbs |
| author_sort | Nigel Tubbs |
| collection | DOAJ |
| description | In his Introduction to this Special Edition of Education Sciences, Andrew Stables points out that often, epistemological questions in education have been pursued in isolation from ethics and other social concerns. In part, this problem has been addressed by ‘local’ epistemologies—feminist, queer, post-colonial, postmodern and others—which try to establish how different knowledge can look when not grounded in presuppositions of consciousness, or rationality, or gender, colour, etc., all of which exclude and suppress that which they deem to be ‘other’. However, perhaps it is not just these local knowledges that are excluded from epistemological work in education. Perhaps, remarkably, epistemological questions pursued in education are habitually carried out in isolation from education, as if education were nothing in its own right. This ‘otherness’ of education to philosophy in general, and to epistemology in particular, contributes to the latter often seeming to be nugatory with regard to the inequalities borne within modern social and political relations. With this is mind, the following contribution reflects not so much on the relation of epistemology and education, or on epistemology in education, but rather on epistemology as education. Primarily this concerns the question of how epistemology, the science of knowledge, can have knowledge of itself and of the educational significance carried in trying to do so. This challenge of epistemology as education commends epistemology to heed the Delphic maxim: know thyself. It is to these efforts that the following essay is directed. |
| first_indexed | 2024-12-10T07:46:17Z |
| format | Article |
| id | doaj.art-bcf998833bd54e5f9fe9c55a15291466 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-12-10T07:46:17Z |
| publishDate | 2016-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-bcf998833bd54e5f9fe9c55a152914662022-12-22T01:57:11ZengMDPI AGEducation Sciences2227-71022016-12-01644110.3390/educsci6040041educsci6040041Epistemology as Education: Know ThyselfNigel Tubbs0Department of Education, Health and Social Care, University of Winchester, Winchester SO53 2PU, UKIn his Introduction to this Special Edition of Education Sciences, Andrew Stables points out that often, epistemological questions in education have been pursued in isolation from ethics and other social concerns. In part, this problem has been addressed by ‘local’ epistemologies—feminist, queer, post-colonial, postmodern and others—which try to establish how different knowledge can look when not grounded in presuppositions of consciousness, or rationality, or gender, colour, etc., all of which exclude and suppress that which they deem to be ‘other’. However, perhaps it is not just these local knowledges that are excluded from epistemological work in education. Perhaps, remarkably, epistemological questions pursued in education are habitually carried out in isolation from education, as if education were nothing in its own right. This ‘otherness’ of education to philosophy in general, and to epistemology in particular, contributes to the latter often seeming to be nugatory with regard to the inequalities borne within modern social and political relations. With this is mind, the following contribution reflects not so much on the relation of epistemology and education, or on epistemology in education, but rather on epistemology as education. Primarily this concerns the question of how epistemology, the science of knowledge, can have knowledge of itself and of the educational significance carried in trying to do so. This challenge of epistemology as education commends epistemology to heed the Delphic maxim: know thyself. It is to these efforts that the following essay is directed.http://www.mdpi.com/2227-7102/6/4/41epistemologyeducationknow thyselfmetaphysicsmaster/slave |
| spellingShingle | Nigel Tubbs Epistemology as Education: Know Thyself Education Sciences epistemology education know thyself metaphysics master/slave |
| title | Epistemology as Education: Know Thyself |
| title_full | Epistemology as Education: Know Thyself |
| title_fullStr | Epistemology as Education: Know Thyself |
| title_full_unstemmed | Epistemology as Education: Know Thyself |
| title_short | Epistemology as Education: Know Thyself |
| title_sort | epistemology as education know thyself |
| topic | epistemology education know thyself metaphysics master/slave |
| url | http://www.mdpi.com/2227-7102/6/4/41 |
| work_keys_str_mv | AT nigeltubbs epistemologyaseducationknowthyself |