Show and Tell: Demonstration as Practical Testimony

Autor/in	Kotzee, Ben
Titel	Show and Tell: Demonstration as Practical Testimony
Quelle	In: Journal of Philosophy of Education, 54 (2020) 2, S.356-376 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12424
Schlagwörter	Epistemology; Correlation; Knowledge Level; Educational Philosophy; Intellectual Development; Learning Processes; Teaching Methods; Demonstrations (Educational); Teacher Attitudes; Instructional Effectiveness; Personal Narratives + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Korrelation; Wissensbasis; Bildungsphilosophie; Erziehungsphilosophie; Mental development; Geistige Entwicklung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lehrerverhalten; Unterrichtserfolg; Erlebniserzählung
Abstract	Two classic questions in epistemology concern whether knowledge is firstly propositional or firstly practical (the know-that/know-how debate) and whether testimony is a basic source of epistemic justification (the reductionism/anti-reductionism debate about testimony). In this paper, I consider the relationship between these two classic debates in epistemology. I hold that consideration of the two questions in tandem adds perspective to both debates. Firstly, considering the question of testimony within the know-that/know-how debate makes clear the necessity of developing a concept of practical testimony within the epistemology of practical knowledge. In this paper, I draw on Hawley's work to develop such a concept and call it 'demonstration'. Secondly, considering the know-that/know-how debate in the epistemology of testimony sheds new light on the efficacy of testimony alone in transmitting knowledge. Because demonstration is not completely efficacious in transmitting know-how, I hold that the reductionism debate itself must diverge into propositional and practical halves. In the paper, I go on to identify two imperfect alliances: between intellectualism about know-how and anti-reductionism about testimony and between anti-intellectualism about know-how and reductionism about testimony. I also sketch out the importance of the concept of demonstration to understanding practical learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01