IS KNOWLEDGE INSERTION DESIRABLE?

Tillson, John (2020) IS KNOWLEDGE INSERTION DESIRABLE? Educational Theory, 70 (4). pp. 483-505. ISSN 0013-2004, ESSN: 1741-5446

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Abstract

In this paper I discuss the conditions under which what I will call ‘Knowledge Insertion’ would be desirable for the one who has knowledge inserted. I argue that making use of Knowledge Insertion would not be cost free; in particular, it would come at the price of relationship goods realised by teacher-learner relationships, and of the achievement of learning, at least for the knowledge inserted. However, it would most often be desirable since the losses could usually be more than compensated for or would matter little so long as one realizes the good to a satisfactory level at some point in one’s life.

Item Type:	Article
Additional Information and Comments:	The definitive version when published will be available at: https://onlinelibrary.wiley.com/doi/full/10.1111/edth.12436
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	John Tillson
Date Deposited:	27 Feb 2020 09:43
Last Modified:	12 Nov 2024 11:32
URI:	https://hira.hope.ac.uk/id/eprint/3029

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