Epistemological access as an open question in education

Lotz-Sisitka, Heila

Title: Epistemological access as an open question in education
Creator: Lotz-Sisitka, Heila
Date Issued: 2009
Date: 2009
Type: Article
Identifier: vital:21219
Identifier: http://hdl.handle.net/10962/7123
Identifier: http://joe.ukzn.ac.za/Libraries/No_46_June_2009/Epistemological_access_as_an_open_question_in_education.sflb.ashx
Description: In his book Learning to Teach in South Africa Morrow (2007)1 argues that teacher education’s ultimate aim is to enable epistemological access2 to knowledge in the modern world, and that there is a need to find new ways of thinking about teaching in South Africa if we are to meet the challenge of enabling all learners to gain such epistemological access. Morrow relates problems of epistemological access to the dominance of an empiricist epistemology in education, and he also comments on how this is obscured by the ideologies of Outcomes Based Education and learner-centred education (with attendant constructivist, relativist assumptions about knowledge). These problems, he argues, have come to shape curriculum thinking, and hence teaching practice, creating a muddled epistemological context in which teaching practices are taking place. He argues for a realist focus but he does not elaborate on what such a realist focus might mean for enabling epistemological access or for associated teaching practice or for teacher education. He does, however, propose that systematic learning is a necessary way forward.
Format: pdf
Format: 21 pages
Publisher: Wayne Hugo
Language: English
Relation: Lotz-Sisitka, H. (2009). Epistemological access as an open question in education, Journal of Education, 46, 57-80. http://joe.ukzn.ac.za/Libraries/No_46_June_2009/Epistemological_access_as_an_open_question_in_education.sflb.ashx

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Lotz-Sisitka, Heila (Distinguished Professor)

RU Department of Education

SDG 04. Quality Education

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