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Constitution of disciplinary knowledge.pptx

The document discusses the concept of knowledge, categorizing it into a priori, a posteriori, and experienced knowledge, and outlines the nature and characteristics of academic disciplines. It emphasizes the importance of learning as an active process and describes different disciplinary approaches, including intradisciplinary, multidisciplinary, interdisciplinary, and transdisciplinary methods. Additionally, it highlights the significance of disciplinary knowledge in shaping curriculum and educational practices.

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CONSTITUTION OF DISCIPLINARY KNOWLEDGE PRESENTED BY MISS SUBHASHREE PANIGRAHI FACULTY AT DEPARTMENT OF INTEGRATED B.ED M.P .C AUTONOMOUS COLLEGE, BARIPADA
WHAT IS KNOWLEDGE?  Theoretical and practical understanding of a subject.  Theories, principles, facts, etc. which can be verified or experimented.  Classified under three catagories, i.e.  A Priori Knowledge  A Posteriori Knowledge  An Experienced Knowledge
A PRIORI KNOWLEDGE A priori knowledge is knowledge whose truth or falsity can be decided before or without recourse to experience (a priori means ‘before’). Knowledge that is priori has universal validity and once recognised as true (through the use of pure reason) does not require any further evidence. Logical and Mathematical truths are a priori in nature. They do not stand in need of empirical validations.
A POSTERIORI KNOWLEDGE A posteriori knowledge is the knowledge based upon observation and experiment. This is the knowledge of the scientific method stressing accurate observation and exact descriptions.
AN EXPERIENCED KNOWLEDGE Experienced knowledge is always tentative and cannot exist prior to experience or be conducted from observation. It must be experienced to have value
SOURCES OF KNOWLEDGE  Senses  Reason  Empiricism  Revelation  Faith  Intuition
LEARNING & KNOWLEDGE ACCORDING TO NCF-2005 Learning is a process of the construction of knowledge. Learners actively construct their own knowledge by connecting new ideas to existing ideas on the basis of materials/activities presented to them (experience). Active engagement involves enquiry, exploration, questioning, debates, application and reflection, leading to theory building and the creation of ideas/positions. Schools must provide opportunities to question, enquire, debate, reflect, and arrive at concepts or create new ideas.
WHAT IS DISCIPLINE?  Discipline is a branch of academic subjects.  A discipline is an organised body of knowledge with a logical structure. It is a network of concepts and generalisations which explain the relationships among a body of facts.  It is a technical term of organization of learning and systematic production of new knowledge.  It is broder than subjects taught in schools.
NATURE OF DISCIPLINE  Discipline is related to learning.  Discipline is related to putting some order to learn.  Discipline is making some organization with purpose of learning.  It is related to learner, teacher, experts and specialists.  It is a body of specialized knowledge.  It has theories and concepts.  It has specific terminology.
CHARACTERISTICS OF DISCIPLINE  A specific field of study and has its specific contents.  Has its unique history and conventions.  Has its unique structures.  Has its own method of teaching- learning and own method of research.  Each discipline develops and construct new knowledge and experiences and researches.  It involves careful experimentation and focused.  It aims at specialization.
DISCIPLINARY APPROACHES 1. Intradisciplinary 2. Multidisciplinary 3. Interdisciplinary 4. Transdisciplinary
Intradisciplinary 1. An intradisciplinary approach involves an arrangement of the knowledge and skills within one subject area. 2. Integrating reading, writing, and oral communication in language arts
Multidisciplinary 1. Multidisciplinary approach is a method of curriculum integration that highlights the diverse perspectives that different disciplines can bring to illustrate a theme, subject or issue.
Interdisciplinary 1. An interdisciplinary approach involves drawing appropriately from several disciplines (or separate branches of learning or fields of expertise) to redefine problems outside of normal boundaries and reach solutions based on a new understanding of complex situations.
Transdisciplinary 1. This is most desirable and yet difficult to obtain form of integrated research. 2. Work is produced in a shared framework. 3. Involving not only multiple disciplines, but also multiple academic participants in a manner that combines participatory approaches.
Disciplinary Knowledge 1. It is a term describe types of knowledge, expertise, skills, projects, communities, problems, challenges, studies, inquiry, approaches, and research areas that are strongly associated with academic disciplines or area of profession. 2. For example, the phenomenon of gravitation is strongly associated with academic discipline of Physics and so gravitation is considered to be a part of the disciplinary knowledge of physics.
The discipline specific knowledge in the discipline of ‘Science’ is more or less different than the discipline specific knowledge of the discipline ‘Languages’ and so as with ‘Mathematics’ and ‘Social Sciences’. It is based upon the aims and objectives of studying the specific disciplines and also the nature of the discipline. The processes of acquiring knowledge in the ‘Science’discipline like; scientific inquiry, experiment, scientific exploration, discovery, problem-solving, etc.may not be the same with disciplines of ‘Social Sciences’ or ‘Languages’. In ‘Social Sciences’, we deal mostlywith the social issues and involve ourselves in observations, social surveys, social inquiry, social explorations, interviews, narrations, anecdotes, case analysis, and reflections on happenings, events and ideas.
Major disciplines and discipline specific knowledge Discipline of Science: • Scientific observation • Scientific inquiry • Scientific discovery • Scientific Exploration • Scientific innovations • Personal Experiences • Rationalisation
Discipline of Social Science 1. Social observation 2. Social inquiry 3. Social exploration 4. Social innovations 5. Story telling 6. Socio-personal experiences
Discipline of Mathematics 1. Problem solving 2. Inductive reasoning 3. Deductive reasoning 4. Logical reasoning 5. Analytical reasoning 6. Synthetic reasoning
Discipline of Humanities 1. Creative thinking 2. Story telling 3. Reflecting 4. Valuing and Characterising 5. Appriciating
Perspectives of Disciplinary Knowledge Every discipline has a substantial body of knowledge: 1. Philosophical 2. Socio-political 3. Historical 4. Intellectual
Nature & Role of Disciplinary Knowledge in School Curriculum 1. Preparation of textbooks 2. Selection of teaching methods 3. Development of culture and civilisation 4. Development of social awareness 5. Development of skills 6. Helpful in attainment of objectives 7. Well organised educational system 8. All round development of the child
Conclusion Each discipline has a way of looking at the world that influences how research and teaching within that discipline are pursued. The evolution of a discipline is a continuous process. A discipline is formed with certain perspectives. We need to understand those perspectives in order to have a comprehensive understanding of a discipline and its nature
Questions to be discussed? 1. Explain the concept of knowledge & its divisions. 2. What constitutes a discipline? Explain the various forms of discipline. 3. Critically analyse various perspectives of discipline. 4. Discuss the role of disciplinary knowledge in school curriculum.