After reading the Journal Article "Epistemology and Reading," think about your own Action Research project and the task of reviewing your topic literature in the context of the "Issues and Concerns of Epistemology" listed below. Respond to at least one of the "issues" under each of the concerns "What constitutes or counts as knowledge?" and "How is knowledge attained?" (i.e., you will answer a total of two questions, one from each of these two concerns). Answer the question in relation to your Action Research question and your own personal experience and prior knowledge. This should be in the form of a brief statement about your own epistemological stance and how this may affect your choice of what action research questions and methods that you will investigate.
What constitutes or counts as knowledge?
For this question I am addressing issue #5: Where is knowledge located relative to the knower? My driving question addresses using assessment and making it meaningful to students. I think this issue of where knowledge is located is essential to this issue. Assessment will be meaningful to different people in different ways across a variety of learning modalities. Students are going to look for the knowledge in a variety of places, including peers, teachers, family, and the media. Knowledge can be located differently in these places and yet the student may come to the same conclusion. Students need all the input (and it is sometimes overwhelming) in order to become critical thinkers and to be able to own their learning.
How is knowledge attained?
For this question I am addressing issue #7: To what degree is knowledge discovered versus created? The author says, "This question concerns whether efforts to be objective are necessary or valuable when seeking knowledge." This is something I have been working with my staff on as we go through our Learning Walks. I ask that they be completely objective, which is hard for a group of teachers who are always looking for the positive. I ask them to write what they "see," not what they liked. In this way they are able to separate out when they want to try a teaching strategy when they return to their own classroom. This allows them to "discover" their knowledge--having an open mind is crucial to the process. Too many preconceived notions close your mind to learning at any age.
What constitutes or counts as knowledge?
For this question I am addressing issue #5: Where is knowledge located relative to the knower? My driving question addresses using assessment and making it meaningful to students. I think this issue of where knowledge is located is essential to this issue. Assessment will be meaningful to different people in different ways across a variety of learning modalities. Students are going to look for the knowledge in a variety of places, including peers, teachers, family, and the media. Knowledge can be located differently in these places and yet the student may come to the same conclusion. Students need all the input (and it is sometimes overwhelming) in order to become critical thinkers and to be able to own their learning.
How is knowledge attained?
For this question I am addressing issue #7: To what degree is knowledge discovered versus created? The author says, "This question concerns whether efforts to be objective are necessary or valuable when seeking knowledge." This is something I have been working with my staff on as we go through our Learning Walks. I ask that they be completely objective, which is hard for a group of teachers who are always looking for the positive. I ask them to write what they "see," not what they liked. In this way they are able to separate out when they want to try a teaching strategy when they return to their own classroom. This allows them to "discover" their knowledge--having an open mind is crucial to the process. Too many preconceived notions close your mind to learning at any age.