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ERIC Number: EJ925134
Record Type: Journal
Publication Date: 2004-Aug
Pages: 7
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-0926-7220
Apples and Oranges: A Rejoinder to Smith and Siegel
Cobern, Bill
Science & Education, v13 n6 p583-589 Aug 2004
This article reiterates the view that belief and knowledge can be conflated based on having a common form. The pedagogical advantage is that teachers are less likely to close off student discussions needed to help students develop an understanding of the characteristics and limitations of scientific knowledge. It is also less likely that a teacher's non-scientific presuppositions will be masked as science. The Smith and Siegel stipulated criteria for a distinction between belief and knowledge are, therefore, irrelevant to my argument. It is not that one can't stipulate criteria for distinguishing belief and knowledge; it is that for sound pedagogical reasons one shouldn't.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A