Teachers as Critical Mediators of Knowledge

Datos Bibliográficos

ID11953399
AutoresMark Mason (0000-0002-9566-0735, University of Hong Kong, autor de correspondencia)
Año2000
Volumen34
Número2
Páginas343-342
Fecha de publicación2000-05-01
Open AccessSí
TipoARTICLE
RevistaJournal of Philosophy of Education (JOURNAL)
Identificadores de la revistaISSN: 0309-8249 • E-ISSN: 1467-9752
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1111/1467-9752.00177
OpenAlexW2051087143
IdiomaEN
Citas recibidas9
Referencias citadas6

This 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

Epistemology · Pedagogy · Sociology · Education and Critical Thinking Development · Innovative Education and Learning Practices · Philosophy · Psychology · Social Psychology · Teacher Education and Leadership Studies

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