Teaching and knowledge: uneasy bedfellows

Fisher, Andrew; Tallant, Jonathan

Abstract

In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by David Bakhurst who (on one reading, at least) takes a strong view, opposed to our own. On our reading, Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue that this is not the case; the connection does not hold. We then consider several ways we might weaken the alleged conceptual connection between teaching and knowledge, finally considering two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred.

Citation

Fisher, A., & Tallant, J. (2023). Teaching and knowledge: uneasy bedfellows. Journal of Philosophy of Education, 58(1), 24-40. https://doi.org/10.1093/jopedu/qhad086

• Journal Article Type: Article
• Acceptance Date: Jun 7, 2023
• Online Publication Date: Dec 19, 2023
• Publication Date: Dec 19, 2023
• Deposit Date: Aug 29, 2024
• Publicly Available Date: Aug 29, 2024
• Journal: Journal of Philosophy of Education
• Print ISSN: 0309-8249
• Electronic ISSN: 1467-9752
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 58
• Issue: 1
• Pages: 24-40
• DOI: https://doi.org/10.1093/jopedu/qhad086
• Keywords: Philosophy, History, Education
• Public URL: https://nottingham-repository.worktribe.com/output/29259053
• Publisher URL: https://academic.oup.com/jope/article/58/1/24/7479906