philosophy of Education

Post Epistemic program

As we look at all instruction approach, models, strategies, we can come to this point that all the models are set and organised for delivering old sacred justified epistemic areas. These models have one point in common and it is to teach the pre-justified knowledge with a plethora of models. Whether these models are based on inquiry, discovery, cooperation, or dialogue, students are to be evaluated based on Educational goals or curriculum objectives. From setting goals, specific objectives, desiging instruction, implementation to formative/ summative evaluation, all these useful models help, support and guide both learners and teachers to work on old sacred epistemology of area. However there is a point which seems here missing and it is the dynamic dimension of knowledge which needs to be emphasised. Nowadays there are hundreds of thousands of learning and teaching methods which have tested and evaluated the validity of these modules in different areas of episteme such physics, chemistry, mathematics and social sciences. However the point of dynamic episteme is blurred by researchers I’m the field of curriculum. They all struggle to see what happens when a models is applied in a different groups being divided into experience and control group or asking for teachers perspective on a specific models of a problem in education. Again by considering the format of these models and their final objectives, that is to say the final goals of learning and teaching models, are to instruct the same old sacred episteme to learners. Subsequently the sacred justified epistemic data fall in the loophole of teacher, knowledge, learner trilogy. By this trilogy, a new form of episteme is about to vanished. My point is that,going behind this trilogy, a new form of epistemic module is needed to pass through the sacred old knowledge and form a new form of episteme which maybe bigger than the old justified knowledge. This module may explain new forms of questions related to any area of knowledge or even to a lesson plan. Here comes a diagram that I drew on a canvas and tried to show it in a step by step manner.

Post- episteme program: Masoud Niati

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