Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Knowledge and justification in education for democracy and active citizenship
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2010 (English)In: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, 213- p.Conference paper, Meeting abstract (Other academic)
Abstract [en]

Primary schools, as well as universities, are avenues for learning. The gaining of new knowledge is significant to both of these educational institutions, no matter whether it regards spelling out a new word or recognizing how many percent of the universe that consists of dark matter. In this paper I discuss the relationship between issues in epistemology and learning. In Plato's dialogue Teaitetos he presents what is often called the "classical analysis of knowledge". According to this analysis, to have knowledge of a proposition is to have a true, justified belief about that proposition. This analysis has been criticised by for instance Gettier (1963) and restated in different versions. For instance, some versions excludes the truth condition, while the justification condition is often considered necessary for knowledge. In this paper I wish to remain fairly neutral regarding what constitutes sufficient conditions for knowledge, but I do focus on the relevance of justification in knowledge, learning and education for democracy and active citizenship.According to Kurfiss (1988), critical thinking, which is relevant to Swedish school curricula, is defined in terms of justification. Hence, justification seems relevant also to critical thinking and critical dialogue, which in turn is relevant to school. According to Longino (1990), a relevant property of a transformative critical dialogue (in scientific practice) is that it is not authoritarian. Hence, the status of a presented argument ideally does not depend on age or title of the person uttering an argument, but rather on the strength of the argument. I argue that this kind of critical dialogue is also relevant for learning democracy and active citizenship, as well as for the attaining of propositional knowledge in ordinary educational settings.

Place, publisher, year, edition, pages
2010. 213- p.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-37705Local ID: bd0e0600-496d-11df-a0f4-000ea68e967bOAI: oai:DiVA.org:ltu-37705DiVA: diva2:1011203
Conference
NERA Congress 2010 : 11/03/2010 - 13/03/2010
Note
Godkänd; 2010; 20100416 (ylva)Available from: 2016-10-03 Created: 2016-10-03Bibliographically approved

Open Access in DiVA

fulltext(2486 kB)6 downloads
File information
File name FULLTEXT01.pdfFile size 2486 kBChecksum SHA-512
72bc9d56fe7552d6240777a0e36e377377ce45744be0a8259542089456f9e7489b176607fa2cbdd61d504ac349096a9d3aa563ec4b6ebddb9cf31a7d193667aa
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Backman, Ylva
By organisation
Education, Language, and Teaching
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 6 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 16 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf