| Summary: | <p class="MsoNormal" style="text-indent:0in;border:none;mso-padding-alt:31.0pt 31.0pt 31.0pt 31.0pt;
mso-border-shadow:yes">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<span style="color: rgb(74, 74, 74); background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">—</span>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.<o:p></o:p></p>
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