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WHY CONCEPTS MATTER, WHAT CONCEPTUAL ANALYSIS IS FOR, AND THE CASE OF KNOWLEDGE IN EDUCATION
British Journal of Educational Studies, Volume: 71, Issue: 5, Pages: 549 - 565
Swansea University Author:
Jane Gatley
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© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
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DOI (Published version): 10.1080/00071005.2023.2234453
Abstract
The concept of ‘knowledge’ is central to education, particularly when it comes to the school curriculum. This paper makes the case for engaging in conceptual analysis, and in particularly conceptual engineering, in educational studies. Conceptual engineering emphasises analysing concepts with their...
| Published in: | British Journal of Educational Studies |
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| ISSN: | 0007-1005 1467-8527 |
| Published: |
Informa UK Limited
2023
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa64034 |
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| Abstract: |
The concept of ‘knowledge’ is central to education, particularly when it comes to the school curriculum. This paper makes the case for engaging in conceptual analysis, and in particularly conceptual engineering, in educational studies. Conceptual engineering emphasises analysing concepts with their purposes in mind. To illustrate the importance of this sort of conceptual analysis in education, I track the educational impact of three concepts of knowledge: (1) the traditional philosophical concept of knowledge as justified, true belief; (2) Michael Young’s concept of ‘knowledge of the powerful’; and (3) Young’s concept of ‘powerful knowledge’. I argue that knowledge as justified, true belief is too abstracted from educational purposes to provide much guidance for curriculum planning. Young’s ‘knowledge of the powerful’ prioritises the social role that knowledge can play over its value to individual students. Finally, ‘powerful knowledge’ is too unclear to provide appropriate guidance to policy makers and practitioners. By examining the interactions between these concepts of knowledge and historical policy and practice in education, I conclude that the focus of conceptual engineering on clarity about the purposes of education is central to good conceptual analysis. |
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| Keywords: |
Powerful knowledge, curriculum, philosophy of education, conceptual engineering, conceptual analysis |
| College: |
Faculty of Humanities and Social Sciences |
| Funders: |
Swansea University. Society of Educational Studies. |
| Issue: |
5 |
| Start Page: |
549 |
| End Page: |
565 |