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Different ways of knowing

  • Valerie Mannix
  • Waterford Institute of Technology
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Sustainable Development Goals

  • SDG 4 - Quality Education
    SDG 4 Quality Education

Abstract

This paper focuses on the concept and characteristic elements of motivational self systems, life-wide learning and the vital importance thereof for educators in regard to the facilitation of learners in becoming 'co-creators of knowledge'. In more recent times students have wanted a more active role in regard to knowledge creation in the undergraduate classroom (Mannix, 2008). In this paper, it is advocated that engaging with the knowledge, interests and life situations of learners contributes not only to a collaborative teaching/learning process, but also facilitates learners in the reconstruction of how they perceive knowledge and of their own identities (possible and ideal selves). Furthermore, it is viewed that the further and deeper students are willing to think and draw on their knowledge and own experiences (different learning spaces in which students reside), the more creative and metacognitive they can become. Educational goals of collaboration and empowerment of learners stand in contrast to teaching approaches placing more emphasis on behavioural control. These approaches place importance on the attainment only of specified learning outcomes. Focusing education reform effort on high academic standards does have its merits, but this approach often puts content, curriculum, and assessment, not students, at the centre.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 2.0, Issue 3.0)

Publication milestones

  • Published - 11/2012

Publication status

Published - 11/2012

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/336085

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