This presentation would describe a critical analysis of construction of disciplinary knowledge at various forms of academic areas for the learners and will also helpful to improve disciplinary skills for the excellence

1. CONSTITUTION OF DISCIPLINARY KNOWLEDGE
PRESENTED BY MISS SUBHASHREE PANIGRAHI
FACULTY AT DEPARTMENT OF INTEGRATED B.ED
M.P
.C AUTONOMOUS COLLEGE, BARIPADA

2. 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

3. 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.

4. 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.

5. 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

6. SOURCES OF KNOWLEDGE
 Senses
 Reason
 Empiricism
 Revelation
 Faith
 Intuition

7. 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.

8. 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.

9. 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.

10. 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.

11. DISCIPLINARY APPROACHES
1. Intradisciplinary
2. Multidisciplinary
3. Interdisciplinary
4. Transdisciplinary

12. 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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. Major disciplines and discipline
specific knowledge
Discipline of Science:
• Scientific observation
• Scientific inquiry
• Scientific discovery
• Scientific Exploration
• Scientific innovations
• Personal Experiences
• Rationalisation

19. Discipline of Social Science
1. Social observation
2. Social inquiry
3. Social exploration
4. Social innovations
5. Story telling
6. Socio-personal experiences

20. Discipline of Mathematics
1. Problem solving
2. Inductive reasoning
3. Deductive reasoning
4. Logical reasoning
5. Analytical reasoning
6. Synthetic reasoning

21. Discipline of Humanities
1. Creative thinking
2. Story telling
3. Reflecting
4. Valuing and Characterising
5. Appriciating

22. Perspectives of Disciplinary
Knowledge
Every discipline has a substantial body of knowledge:
1. Philosophical
2. Socio-political
3. Historical
4. Intellectual

23. 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

24. 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

25. 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.