Abstract

This presentation will suggest that an underaddressed factor in education is a philosophical (as opposed to sociological) conceptualisation of ‘knowledge’ – something that moves beyond a Justified [True?] Belief. This has implications for individuals with regard to the impact of their epistemic beliefs on actions such as information retrieval – and it is that which my empirical work focuses on. It also matters for curriculum and assessment policy – how we understand when a student is ‘creditworthy’ for a knowledge token, has implications for how we teach and assess them, and how we account for situated contexts. I will present one model of mind and knowledge, and its implications for assessment. I will also discuss implications for research in the area, using my own work as an example.

I’m intending to put a narrated copy of the slides up here; the slides themselves are there already: https://sites.google.com/site/sjgknight/publications