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Article: Teachers as critical mediators of knowledge

TitleTeachers as critical mediators of knowledge
Authors
KeywordsPhilosophy
Issue Date2000
PublisherBlackwell Publishing Ltd.
Citation
Journal of Philosophy of Education, 2000, v. 34 n. 2, p. 343-352 How to Cite?
AbstractThis paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed from debates in epistemology about knowledge and truth. The role of teachers as socio-cultural critics, analogous to the role of art critics, is developed from debates around knowledge, values and the politics of curriculum design. These two roles are synthesised into teachers as critical mediators of knowledge.
Persistent Identifierhttp://hdl.handle.net/10722/54294
ISSN
2015 Impact Factor: 0.444
2015 SCImago Journal Rankings: 0.657
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorMason, MBen_HK
dc.date.accessioned2009-04-03T07:42:23Z-
dc.date.available2009-04-03T07:42:23Z-
dc.date.issued2000en_HK
dc.identifier.citationJournal of Philosophy of Education, 2000, v. 34 n. 2, p. 343-352en_HK
dc.identifier.issn0309-8249en_HK
dc.identifier.urihttp://hdl.handle.net/10722/54294-
dc.description.abstractThis paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed from debates in epistemology about knowledge and truth. The role of teachers as socio-cultural critics, analogous to the role of art critics, is developed from debates around knowledge, values and the politics of curriculum design. These two roles are synthesised into teachers as critical mediators of knowledge.en_HK
dc.languageengen_HK
dc.publisherBlackwell Publishing Ltd.en_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsJournal of Philosophy of Education. Copyright © Blackwell Publishing Ltd.en_HK
dc.rightsThe definitive version is available at www.blackwell-synergy.comen_HK
dc.subjectPhilosophyen_HK
dc.titleTeachers as critical mediators of knowledgeen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0309-8249&volume=34&issue=2&spage=343&epage=352&date=2000&atitle=Teachers+as+critical+mediators+of+knowledgeen_HK
dc.identifier.emailMason, MB: mmason@hkucc.hku.hken_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1111/1467-9752.00177en_HK
dc.identifier.hkuros59226-
dc.identifier.isiWOS:000089719600010-

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