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How The Conception Of Knowledge Influences Our Educational Practices: Toward A Philosophical Understanding Of Epistemology In Education, James Magrini
This paper explores how the conception and valuation of the knowledge within our educational practices determines the planning, writing, and implementation of the curriculum. There is a pressing need for educators to philosophically and systematically understand the relationship between the foundational epistemological beliefs that ground a curriculum and its relationship to forming the notions of competency, pedagogy, and the methods for evaluating and assessing student progress. These issues are not only relevant, but crucial when attempting to justify a particular conception of education, which relates directly to the student's potential for intellectual growth and social development. It may be ...