Knowledge transfer in educational institutions in light of social epistemology
Luthfi Baihaqi Riziq
, Rizqi Vazrin
, Aryasatya Rafa Prayitno
Faculty of Philosophy, Universitas Gadjah Mada, Yogyakarta, Indonesia
luthfibaihaqiriziq@mail.ugm.ac.id
Abstract
The field of social epistemology has been producing new
discourses about knowledge generation and transfer while not forgetting the
social aspects of them. One of its contributions is the acknowledgment of
epistemic agents other than some lone subject in transferring and generating
knowledge. For many centuries, people have been receiving knowledge through
educational institutions. Social epistemology now allows us to reexamine the
epistemology of education, primarily since education is usually made up of
testimonial knowledge—knowledge that is “transferred” by teachers to students simply
by the account of the teacher’s position as the educator. Philosophy of
education, up until recently, has been concerned with types of education
ideally pursued by students. However, social epistemology has turned our
attention to aspects beyond normativity and set about the questioning of the
nature of knowledge in education in the first place. We will see how, using
social epistemology as a framework, new approaches to inquire about education
and the transfer of knowledge can be determined. This paper will examine the
changes in which we understand knowledge transfer done by educational
institutions, particularly schools, considering the advances made in the field
of social epistemology. The hopes of the exploration carried out in this paper
are to reassess the way we go about the philosophy of education and to ignite
further discussions concerning social epistemology and its impact on education.
Keywords
philosophy of education, knowledge transfer, school, social epistemology, testimony
References
Amaratunga, D., &
Senaratne, S. (2009). Principles of Integrating Research into Teaching in
Higher Education. International Journal of Construction Education and
Research, 5(3), 220-232.
Anderson, B. (1983 [2006]). Imagined
Communities: Reflections on the Origin and Spread of Nationalism (revised ed.).
London: Verso.
Bird, A. (2014). When Is There
a Group That Knows? In J. Lackey (Ed.), Essays in Collective Epistemology.
New York: Oxford University Press.
Bruner, J. (1996). The
Culture of Education. Cambridge: Harvard University Press.
Coady, C. A. J. (2006).
Pathologies of Testimony. In J. Lackey, & E. Sosa (Eds.), The
Epistemology of Testimony. New York: Oxford University Press.
Dewantara, B. S. (1989). 100
Tahun Ki Hajar Dewantara, Jakarta: Pustaka Kartini.
Etzkowitz, H., &
Leydesdorff, L. (1995). The Triple Helix – University-Industry-Government
Relations: A Laboratory for Knowledge Based Economic Development. EASST
Review, 14(1), 14-19.
Elkind, D. (2003). Montessori
and Constructivism, Montessori Life, 15(1), 26.
Gilbert, M. (2004). Collective
Epistemology. Episteme, 1, 95–107.
Goldberg, S. (2005).
Testimonial Knowledge Through Unsafe Testimony. Analysis, 65(4),
302-311.
Goldman, A. I. (1999). Knowledge
in a Social World. New York: Clarendon Press.
Goldman, A. I. (2001).
Experts: Which Ones Should You Trust? Philosophy and Phenomenological
Research, 63(1), 85-110.
Goldman, A. I. (2020). The
What, Why, and How of Social Epistemology. In M. Fricker, P. J. Graham, D.
Henderson, & N. J. L. L. Pedersen (Eds.), The Routledge Handbook of
Social Epistemology. New York: Routledge.
Goldman, R., & Goldman, A.
(2009). Review of Larry Laudan's Truth, Error, and Criminal Law: An Essay in
Legal Epistemology. Legal Theory, 15, 55–66.
Goldstein, R. B. (2022).
Epistemic Disadvantage. Philosophia, 50, 1861-1878.
Graham, P. J. (2016).
Testimonial Knowledge. Philosophical Issues, 26, 172-186.
Hamalik, O. (1990). Evaluasi
Kurikulum. Bandung: PT Remaja Rosdakarya.
Hanel, P., & St-Pierre, M.
(2006). Industry-University Collaboration by Canadian Manufacturing Firms. Journal
of Technology Transfer, 31, 485–499.
Hardwig, J. (1991). The Role
of Trust in Knowledge. Journal of Philosophy, 88, 693–708.
Hatch, J. A. (n.d.). Maturationism.
Retrieved December 10, 2022, from: https://schoolbag.info/pedagogy/early/173.html
Hatta, M. (1954). Kumpulan
Karangan IV. Jakarta: Penerbitan dan Balai Buku Indonesia.
Kelly, G. J., & Licona, P.
(2018). Epistemic Practices and Science Education. In M. R. Matthews (Ed.), History,
Philosophy and Science Teaching. Singapore: Springer.
Kuhn, T. (1962 [1970]). The
Structure of Scientific Revolutions (2nd ed.). Chicago: University of
Chicago Press.
Lackey, J. (2011). Testimony:
Acquiring Knowledge From Others. In A. I. Goldman, & D. Whitcomb (Eds.), Social
Epistemology: Essential Readings. New York: Oxford University Press.
List, C., & Pettit, P.
(2011). Group Agency: The Possibility, Design, and Status of Corporate
Agents. Oxford: Oxford University Press.
Luntley, M. (2009).
Understanding Expertise. Journal of Applied Philosophy, 26(4), 356-370.
Luntley, M. (2017). Expertise
and Educational Practice. In M. A. Peters (Ed.), Encyclopedia of Educational
Philosophy and Theory. Singapore: Springer.
Malaka, T. (1943). Madilog.
Yogyakarta: Narasi.
O’Neill, J. (2017). Social
Imaginaries: An Overview. In M. A. Peters (Ed.), Encyclopedia of Educational
Philosophy and Theory. Singapore: Springer.
Rorty, R. (1979). Philosophy
and the Mirror of Nature. Princeton: Princeton University Press.
Taylor, C. (2004). Modern
Social Imaginaries. Durham: Duke University Press.
luthfibaihaqiriziq@mail.ugm.ac.id
Abstract
The field of social epistemology has been producing new
discourses about knowledge generation and transfer while not forgetting the
social aspects of them. One of its contributions is the acknowledgment of
epistemic agents other than some lone subject in transferring and generating
knowledge. For many centuries, people have been receiving knowledge through
educational institutions. Social epistemology now allows us to reexamine the
epistemology of education, primarily since education is usually made up of
testimonial knowledge—knowledge that is “transferred” by teachers to students simply
by the account of the teacher’s position as the educator. Philosophy of
education, up until recently, has been concerned with types of education
ideally pursued by students. However, social epistemology has turned our
attention to aspects beyond normativity and set about the questioning of the
nature of knowledge in education in the first place. We will see how, using
social epistemology as a framework, new approaches to inquire about education
and the transfer of knowledge can be determined. This paper will examine the
changes in which we understand knowledge transfer done by educational
institutions, particularly schools, considering the advances made in the field
of social epistemology. The hopes of the exploration carried out in this paper
are to reassess the way we go about the philosophy of education and to ignite
further discussions concerning social epistemology and its impact on education.
Keywords
philosophy of education, knowledge transfer, school, social epistemology, testimonyReferences
Amaratunga, D., &
Senaratne, S. (2009). Principles of Integrating Research into Teaching in
Higher Education. International Journal of Construction Education and
Research, 5(3), 220-232.
Anderson, B. (1983 [2006]). Imagined
Communities: Reflections on the Origin and Spread of Nationalism (revised ed.).
London: Verso.
Bird, A. (2014). When Is There
a Group That Knows? In J. Lackey (Ed.), Essays in Collective Epistemology.
New York: Oxford University Press.
Bruner, J. (1996). The
Culture of Education. Cambridge: Harvard University Press.
Coady, C. A. J. (2006).
Pathologies of Testimony. In J. Lackey, & E. Sosa (Eds.), The
Epistemology of Testimony. New York: Oxford University Press.
Dewantara, B. S. (1989). 100
Tahun Ki Hajar Dewantara, Jakarta: Pustaka Kartini.
Etzkowitz, H., &
Leydesdorff, L. (1995). The Triple Helix – University-Industry-Government
Relations: A Laboratory for Knowledge Based Economic Development. EASST
Review, 14(1), 14-19.
Elkind, D. (2003). Montessori
and Constructivism, Montessori Life, 15(1), 26.
Gilbert, M. (2004). Collective
Epistemology. Episteme, 1, 95–107.
Goldberg, S. (2005).
Testimonial Knowledge Through Unsafe Testimony. Analysis, 65(4),
302-311.
Goldman, A. I. (1999). Knowledge
in a Social World. New York: Clarendon Press.
Goldman, A. I. (2001).
Experts: Which Ones Should You Trust? Philosophy and Phenomenological
Research, 63(1), 85-110.
Goldman, A. I. (2020). The
What, Why, and How of Social Epistemology. In M. Fricker, P. J. Graham, D.
Henderson, & N. J. L. L. Pedersen (Eds.), The Routledge Handbook of
Social Epistemology. New York: Routledge.
Goldman, R., & Goldman, A.
(2009). Review of Larry Laudan's Truth, Error, and Criminal Law: An Essay in
Legal Epistemology. Legal Theory, 15, 55–66.
Goldstein, R. B. (2022).
Epistemic Disadvantage. Philosophia, 50, 1861-1878.
Graham, P. J. (2016).
Testimonial Knowledge. Philosophical Issues, 26, 172-186.
Hamalik, O. (1990). Evaluasi
Kurikulum. Bandung: PT Remaja Rosdakarya.
Hanel, P., & St-Pierre, M.
(2006). Industry-University Collaboration by Canadian Manufacturing Firms. Journal
of Technology Transfer, 31, 485–499.
Hardwig, J. (1991). The Role
of Trust in Knowledge. Journal of Philosophy, 88, 693–708.
Hatch, J. A. (n.d.). Maturationism.
Retrieved December 10, 2022, from: https://schoolbag.info/pedagogy/early/173.html
Hatta, M. (1954). Kumpulan
Karangan IV. Jakarta: Penerbitan dan Balai Buku Indonesia.
Kelly, G. J., & Licona, P.
(2018). Epistemic Practices and Science Education. In M. R. Matthews (Ed.), History,
Philosophy and Science Teaching. Singapore: Springer.
Kuhn, T. (1962 [1970]). The
Structure of Scientific Revolutions (2nd ed.). Chicago: University of
Chicago Press.
Lackey, J. (2011). Testimony:
Acquiring Knowledge From Others. In A. I. Goldman, & D. Whitcomb (Eds.), Social
Epistemology: Essential Readings. New York: Oxford University Press.
List, C., & Pettit, P.
(2011). Group Agency: The Possibility, Design, and Status of Corporate
Agents. Oxford: Oxford University Press.
Luntley, M. (2009).
Understanding Expertise. Journal of Applied Philosophy, 26(4), 356-370.
Luntley, M. (2017). Expertise
and Educational Practice. In M. A. Peters (Ed.), Encyclopedia of Educational
Philosophy and Theory. Singapore: Springer.
Malaka, T. (1943). Madilog.
Yogyakarta: Narasi.
O’Neill, J. (2017). Social
Imaginaries: An Overview. In M. A. Peters (Ed.), Encyclopedia of Educational
Philosophy and Theory. Singapore: Springer.
Rorty, R. (1979). Philosophy
and the Mirror of Nature. Princeton: Princeton University Press.
Taylor, C. (2004). Modern
Social Imaginaries. Durham: Duke University Press.
