Knowledge, ignorance and faulty knowledge in school

dc.creator	Avramović Zoran
dc.date	2007-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:38:32Z
dc.date.available	2015-07-20T22:38:32Z
dc.identifier	10.2298/ZIPI0701069A
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/a86f2cac52a64b2d9ddfde7fd9ce1493
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23151
dc.description	The paper discusses the issue of school knowledge from the point of view of scientific knowledge, ignorance and faulty knowledge. The starting point is that neither school nor curricula pay attention to what knowledge is, what types of knowledge there are, and what kind of relationship exists between knowledge, ignorance and faulty knowledge. The first part offers an answer to the question what knowledge is. In the second part presented are some theoretical viewpoints on knowledge: gnoseological, sociological and psychological. The third part deals with the notions of ignorance and "faulty" knowledge. Pointed out are some forms of mystical ignorance. The forms of faulty knowledge are: erroneous notions, prejudices, illusions. In the final part, the author considers their relationship in school education. The starting point is that ignorance is a predecessor of any knowledge. The difference between knowledge, ignorance and faulty knowledge exists in every system of school education, but differs in extent and mode when it comes to nature, society, man and art. The author maintains that school should not be defined as an absolute carrier of knowledge, or the system of foolproof knowledge that the student should acquire uncritically. Instead of absolute confidence in scientific knowledge, the paper concludes with suggesting the option of an "elastic form" of school knowledge. This is a type of knowledge which, in its programme, counts on both ignorance and faulty knowledge and their differing roles in studying and real life of students.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2007/0579-64310701069A.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 39, Iss 1, Pp 69-85 (2007)
dc.subject	knowledge
dc.subject	ignorance
dc.subject	faulty knowledge
dc.subject	school
dc.subject	curriculum
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Knowledge, ignorance and faulty knowledge in school
dc.type	article