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SUMMARY:Epistemic ascent and curriculum design - Professor Christopher Win
 ch (King’s College London)
DTSTART:20110922T153000Z
DTEND:20110922T173000Z
UID:TALK30484@talks.cam.ac.uk
CONTACT:14709
DESCRIPTION:Academic subjects are generally assumed to be composed of prop
 ositional rather than practical knowledge. One of the insights of Paul Hir
 st was\, however\, that they are also practices with procedures for valida
 ting and establishing truths. They are also constituted by a closely conne
 cted conceptual structure. Mastering this structure involves inferential a
 bility\, just as the ability to validate and establish truths demands a va
 riety of forms of practical ability. This talk looks at the relationship b
 etween subject knowledge\, inferential ability and ability to validate and
  establish truths in the perspective of an ascent from novice to expert wi
 thin a subject area. It is argued that a key feature of good curriculum de
 sign is the ability to manage the different types of knowledge in a sequen
 ce that matches\, not just the needs of the subject\, but also that of the
  student in such a way that the different kinds of subject knowledge are i
 ntroduced in a way such that the development of expertise is not compromis
 ed. Examples of problems with curriculum design are discussed.
LOCATION:Jesus College\, Jesus Lane\, Cambridge\, UK
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