NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ892274
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0022-0272
Learning to Communicate or Communicating to Learn? A Conceptual Discussion on Communication, Meaning, and Knowledge
Wahlstrom, Ninni
Journal of Curriculum Studies, v42 n4 p431-449 2010
As the conditions for students' prospects of acquiring knowledge in school often are thought of as something that must be improved in the political rhetoric, it is also urgent, as Michael F. D. Young has argued, to ask what kind of knowledge should be the basis of the curriculum and to recognize the question of knowledge as central to the curricular debate. This article examines the grounds for a relational and communicative understanding of education. Drawing on John Dewey's reconstruction of the concept of experience and Donald Davidson's meaning theory in terms of three varieties of knowledge, the emphasis is on an inter-subjective conceptualization of meaning and knowledge and its implications. Central themes in the analysis are communication as a condition for the acquisition of knowledge; a shared, but not identical, world as a point of reference; and an approach to specialized knowledge as judgement formation. As a conclusion it is argued that one condition for acquisition of knowledge, in terms of meaning, is to participate in and be influenced by conversations with a shared purpose, within and between different groups. (Contains 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A