Knowledge and Curriculum Unit 1 under TNTEU

1. KNOWLEDGE AND CURRICULUM
UNIT 1
EPISTEMOLOGICAL BASES OF
EDUCATION

2. Epistemology: Type of knowledge – Meaning of
Knowledge, skill, teaching, training, information,
reason and belief - Distinction between knowledge
and skill - Distinction between teaching and
training - Distinction between knowledge and
information - Distinction between reason and
belief

3. EPISTEMOLOGY
•Branch of Philosophy which studies the relationship between
acquisition of knowledge and the knowledge thus acquired
• involves in investing
1. The development of human knowledge , its nature and
limitations
2. The ways of knowing as well as discriminating the truth
from the false and speculations.

5. Knowledge
• Knowledge is a familiarity, awareness or understanding of
someone, such as facts, information, descriptions, which is
acquired through experience or education by perceiving,
discovering, or learning.
• Knowledge acquisition involves complex cognitive processes:
perception, communication, and reasoning; while knowledge is
also said to be related to the capacity of acknowledgment in
human being

6. Type of Knowledge
• Communicating knowledge
• Situated knowledge
• Embedded knowledge
• Practitioner knowledge
• Priori Knowledge
• Posterior Knowledge

7. • Communicating Knowledge
Symbolic representations can be used to indicate meaning
and can be thought of as a dynamic process. Hence the transfer
of the symbolic representation can be viewed as one ascription
process whereby knowledge can be transferred
• Situated knowledge
Situated knowledge is knowledge specific to a particular
situation. Situational knowledge is often embedded in
language, culture, or traditions. This integration of situational
knowledge is an allusion to the community, and its attempts at
collecting subjective perspectives into an embodiment "of
views from somewhere."

8. • Embedded knowledge
Embedded knowledge is a significant feature of the
knowledge base in education. Embedded knowledge makes a
range of intellectual resources available to teachers which
improve their understanding of individual students, strengthen
their curriculum programming and enrich their pedagogy.
• Practitioner knowledge
It is dependent on experience or empirical evidence, as
with most aspects of science and personal knowledge.

9. • Priori Knowledge
It is independent of experience, as with mathematics,
tautologies and deduction from pure reason
• Practitioner knowledge
Indirect measures are more likely to be used, however,
and there are a number of indicators or quasi-indicators based
on either pre-service or in-service training, on the grounds that
length and level of initial training and opportunities for
continuous professional development are associated with
expanding the teacher’s knowledge base.

10. Skill
• A skill is learning to carry out a task with pre-determined
results often within a given amount of time, energy, or both.
• Skills can often be divided into domain general and domain-
specific skills. For example, in the domain of work, some
general skills would include time management, teamwork and
leadership, self-motivation and others, whereas domain-
specific skills would be useful only for a certain job.

11. Type of Skill
• Labour skills
• Life skills
• People skills
• Social skills
• Soft skills
• Hard skills

12. • Labour skills
Skilled workers have long had historical import as
electricians, masons, carpenters, black smiths, bakers, brewers,
coopers, printers and other occupations that are economically
productive. Skilled workers were often politically active
through their craft guilds.
• Life Skills
Life skills are problem-solving behaviours that are used
appropriately an responsibly in the management of personal
affairs. The subject varies greatly depending on societal norms
and community expectations.

13. • People skills
People skills are described as understanding ourselves and
moderating our responses talking effectively and empathizing
accurately building relationships of trust, respect and
productive interactions.
• Social Skills
Social skill is any skill facilitating interaction and
communication with others. Social rules and relations are
created, communicated, and changed in verbal and nonverbal
ways.

14. • Soft skills
Soft skills is a sociological term relating to a person's
"EQ" (Emotional Intelligence Quotient), the cluster of
personality traits, social graces, communication, language,
personal habits, friendliness, and optimism that characterize
relationships with other people..
• HardSkills
Hard skills are any skills relating to a specific task or
situation. These skills are easily quantifiable unlike soft skills
which are related to one's personality

15. Teaching
• Teaching is a process of educating a person with theoretical
concepts and is a kind of a knowledge transfer between a
teacher and a student.
• Teachers are occupied in schools with the main purpose of
educating the children to grow as good citizens in the world.
• Children today are the future leaders of the society. Therefore,
teaching can be considered as an important concept.

16. Training
• Training is teaching, or developing in oneself or others, any
skills and knowledge that relate to specific useful
competencies.
• Training has specific goals of improving one's capability,
capacity, productivity and performance

17. Information
• Information is that which informs. In other words, it is the
answer to a question of some kind.
• It is also that from which data and knowledge can be derived,
as data represents values attributed to parameters, and
knowledge signifies understanding of real things or abstract
concepts.

18. Reason
• Reason is the capacity for consciously making sense of things,
applying logic, establishing and verifying facts, and changing
or justifying practices, institutions, and beliefs based on new
or existing information.
• Reason or "reasoning" is associated with thinking, cognition,
and intellect. Reason, like habit or intuition, is one of the ways
by which thinking comes from one idea to a related idea.

19. Belief
• Belief is, it is a mental representation of an attitude positively
oriented towards the likelihood of something being true.
• In epistemology, philosophers use the term ‘belief’ to refer to
personal attitudes associated with true or false ideas and concepts.
• However, ‘belief’ does not require active introspection and
circumspection.
• Beliefs are important because behavior is important and your
behavior depends on your beliefs.

20. Distinction between
Knowledge and Skill
KNOWLEDGE SKILLS
Knowledge is the theoretical or practical
understanding of a subject.
Skills are the proficiencies developed
through training or experience
Knowledge refers to learning concepts,
principles and information regarding a
particular subject(s) by a person through
books, media, encyclopedias, academic
institutions and other sources.
Skill refers to the ability of using that
information and applying it in a context
Knowledge increases with experience Skills can be developed with practice

21. Distinction between
Knowledge and Information

22. Distinction between
Teaching and Training

23. Distinction between
Reason and Belief
REASON BELIEF
Reason associate with
psychological
components.
Belief associate with philosophical
components.
Reason makes scientifically Belief makes not scientifically
Reason try to create new one Belief gives the confidence while
crate new one.