- Tytuł:
- Dzisiaj odpowiedź, za miesiąc pytanie. Idea wiedzy negatywnej a miejscepytań w kształceniu akademickim (Answer today, question in a month. The concept ofnegative knowledge and the place of questions in academic education)
- Autorzy:
- Mudyń, Krzysztof
- Powiązania:
- https://bibliotekanauki.pl/articles/2076613.pdf
- Data publikacji:
- 2016
- Wydawca:
- Polska Akademia Nauk. Czytelnia Czasopism PAN
- Tematy:
-
wiedza negatywna vs wiedza pozytywna
„nieodpowiedziane pytania”
odpowiedzi na niezadane pytania
edukacja akademicka
negative vs. positive knowledge
‘unanswered questions’
answers to unasked questions
academic education - Opis:
- The author puts forward his own conceptualization of knowledge based on two independent pairs of concepts: positive vs. negative knowledge and knowledge vs. anti-knowledge. The suggested categories are mainly associated with declarative knowledge as that is the type of knowledge that dominates in academic education. There appears also a suggestion that the Copernicus-Gresham law refers to allocation of knowledge. The author assumes that the negative knowledge is expressed through ‘unanswered questions’, negated statements, paradoxes and statements that contain a considerable margin of uncertainty. In an attempt to name the place and role of questions in education, the author reaches the conclusion that on a macro scale the answers given precede in chronological order possible questions, even before the latter appear in student minds. In a certain way what is involved here is: (1) reversing of the chronological order on which the concept of problem teaching is based and (2) natural cognitive process in which questions that appear and cognitive dissonance that is experienced initiate, maintain and orientate further stages of the process.
- Źródło:
-
Rocznik Komisji Nauk Pedagogicznych; 2016, LXIX; 17-33
0079-3418 - Pojawia się w:
- Rocznik Komisji Nauk Pedagogicznych
- Dostawca treści:
- Biblioteka Nauki
Artykuł