KNOWLEDGE AND

CURRICULUM
B.A.B.Ed & Bsc.B.Ed VII Semester
 Unit 2:
1. Knowledge Transmission (Teacher Centric)
VS
Knowledge Construction (Learner Centric)
2. Experiences: Meaning, Nature and role of experience in knowledge
construction
3. Reason: Meaning, Nature and Role of reasoning in knowledge construction
4. Validation of Knowledge: Approaches and theories-correspondence,
coherence, dialects and pragmatic theory
1. Knowledge Transmission (Teacher Centric)
VS
Knowledge Construction (Learner Centric)
❖Knowledge transmission is known as the passing and transfer of knowledge from one
person to another. This is a teacher-centered approach in which the teacher is the dispenser
of knowledge, the arbitrator of truth, and the final evaluator of learning. A teacher’s job
from this perspective is to supply students with a designated body of knowledge in a
predetermined order. Academic achievement is seen as students’ ability to demonstrate,
replicate, or retransmit this designated body of knowledge back to the teacher or to some
other measuring agency or entity.
❖Knowledge construction refers to the processes by which students solve problems and
construct understanding of concepts, phenomena, and situations, considered within
cognitive psychology. It is effortful, situated, and reflective, and can be individual or social
(Sullivan Palincsar 1998). It is effortful, situated, and reflective, and can be individual or
social.
❖Knowledge construction is often associated with deep learning, which involves
qualitative changes in the complexity of students’ thinking about and
conceptualization of context-specific subject matter.
❖At moderate to high levels of engagement, knowledge construction can lead to
the substantial restructuring of knowledge, which may include the invention of
new concepts and enhanced meta-conceptual knowledge (e.g., knowledge about
the hierarchical nature of networks of concepts).
❖Knowledge construction involves a range of cognitive processes, including the
use of explanation-seeking questions and problems, interpreting and evaluating
new information, sharing, critiquing, and testing ideas at different levels (e.g.,
conjectures versus explanations that refer to concepts and/or causal mechanisms),
and efforts to rise above current levels of explanation, including summarization,
synthesis, and the creation of new concepts.
2. Experiences: Meaning, Nature and role of experience in knowledge
construction
Learning experience refers to any interaction wherein there is a practical contact
with and observation of facts or events.
A famous quotation "Experience is the best teacher" has a strong correlation
with the definition of experience itself. It is the combination of mental emotional
and physiological stimuli in the process of learning or obtaining knowledge.
Thus, experience is a general concept that comprises knowledge of some event
gained through involvement in or exposure to the event
Experience is defined as the accumulation of knowledge or skill that results from
direct participation in events or activities. Learning is a process whereby
knowledge is created through the transformation of experience. Experience
plays a key role in a learning process. Learning is a process whereby knowledge
is created through the transformation of experience (Kolb, 1984).
Kolb's Learning cycle:
Epistemology is that branch of philosophy, which deals with theories, sources, and the
validity of knowledge. – Knowledge is expressed in the form of propositions. In order to
know a proposition is true, one must know the words involved in the propositions and the
concepts underlying the words. – There are certain requirements for knowing a proposition,
that is,
a) the p must be true,
b) we believe that p is true and
c) there is evidence or reason to believe p.
d) Knowledge is categorized broadly into three divisions depending upon the ways it is
obtained. They are a) A priori knowledge, b) A posteriori knowledge and c) Experienced
knowledge. – Following are the sources of knowing: sense experience, reason, authority,
intuition, faith and revelation. Among these, the knowledge through sense experience
and reasoning were considered to be the most reliable sources of knowledge.
It is associated with skill development, practical knowledge, and action. If the
teacher does not provide the learners with sufficient learning opportunity,
higher order of learning is difficult to attain.
Experience has an important role in the learning process so it is important for
educators to incorporate experience-based learning into real-world problems
in the design of their learning both learning for children and adults.
What is learnt is determined by context and motivation of learner, the other
with whom they come in contact and discoveries made etc. It is the by
product of the activities in which people are involved.
Nature and role of experience in knowledge construction: Giving Meaning and
Authenticity to the Learning Process
▪ There must be a balance of aural, visual, tactile, olfactory, and emotional stimuli.
▪ Learning involves observing, doing, or living through things (it is associated with skill
development, practical knowledge, and action–the result or residue of experiential
learning is the long term memory associated with it)
▪ Intrinsic motivation transcends extrinsic motivation
▪ Analysis and reflection are a significant part of the learning act, i.e., the learner
values what he/she is learning and there is an extension to that learning (the analysis
and reflection gained from an experience extend it to a larger context and vice-versa)
▪ The nature of the learning process itself is such that it is often associated with
objectivity, subjectivity, and open-endedness
▪ There is sustainability and consistency associated with the learning (the learning act
is not characterized as being associated with immediacy—there is no deliberate
recall or time-line associated with learning)
Role of experience in construction of knowledge.
• Students can better grasp concepts: With experience, students are given the
opportunity to apply data and ideas in a real-world situation where they too
play an active role. As the student interacts with the information, it becomes
real to them.
• Students have the opportunity to be more creative: With real-world
content, children learn that there are multiple solutions to challenges, and they
are encouraged to seek their unique solution to hands-on tasks.
• Students have the opportunity to reflect: By incorporating concrete
experiences with abstract concepts, and then reflecting on the outcome,
students engage more regions of their brain and make stronger connections
with the material. This analysis helps them better understand how the concepts
learned can be applied to other, varied circumstances.
• Students’ mistakes become valuable experiences: As students engage in
hands-on tasks, they will find some approaches work better than others. They
discard the methods that don’t work, but the act of trying something and then
abandoning it – ordinarily considered a “mistake” – becomes a valuable part of
the learning process. Students learn not to fear mistakes, but to value them.
• Teachers often observe improved attitudes toward learning: students' engage
emotions as well as enhancing their knowledge and skills. Playing an active role
in the learning process can lead to students experiencing greater gratification in
learning.
•.
Knowledge through Reason – This type of knowledge is arrived at by means of reasoning,
for example 2+2=4.There are two types of reasoning which serve as the source of knowledge:
deductive and inductive. – In a deductive reasoning, the conclusion logically follows from the
premises. If the premises are true, the conclusion that follows must be true. – For example, If
it is raining, the streets will be wet. – It is raining. – Therefore, the streets will be wet.

Reason: Meaning, Nature and Role of reasoning in knowledge construction: Reason:

using our intellect to evaluate various truth claims. Reasoning is the generation or evaluation
of claims in relation to their supporting arguments and evidence. The ability to reason has a
fundamental impact on one's ability to learn from new information and experiences because
reasoning skills determine how people comprehend, evaluate, and accept claims and
arguments
Validation of Knowledge: Approaches and theories-correspondence, coherence, dialects and
pragmatic theory
• Derivative Meaning: 'Epistemology' comes from the Greek words 'episteme' meaning
Knowledge and logos meaning discourse or science. – Epistemology is one of the branches of
philosophy, which is concerned with the theory of knowledge. It solves two fundamental
problems of knowledge– origin of knowledge and validation of knowledge
• Concept of Knowledge Knowledge includes the fact or condition of knowing which is gained
through experience or association. Further, knowledge is understood in terms of enlightenment.
• The National Curriculum Framework (2005), while placing the experience of the knower at
centre, also defined knowledge. – According to it, “Knowledge can be conceived as experience
organized through language into patterns of thought (or structures of concepts), thus creating
meaning, which in turn helps us to understand the world we live in. It can also be conceived of as
patterns of activity, or physical dexterity with thought, contributing to acting in the world, and
the creating and making of things. Human beings over a time have evolved many bodies of
knowledge, which include a repertoire of ways of thinking, of feeling and of doing things, and
constructing more knowledge (P.25).” Definitions of Knowledge
• Validation is a critical process in the whole knowledge-based system life cycle. A knowledge base
incorporated into such systems has to be verified or (more generally) validated. We must strive to
achieve justified true belief We strive to be sure our beliefs are true, not merely our opinions.
• What should be the basis for validity of true knowledge? What is Truth? In Philosophy, there are
four ways on testing the validity of human knowledge.
• Conformity of Truth -maintains that truth is what corresponds or conforms to existent facts of
nature, the actual state of affairs and objective realities.
• Coherence Theory of Truth -knowledge is valid if it is consistent and is in harmony with other
ideas, statements or concepts.
• Pragmatic Theory of Truth “Everything in the world is relative, the worth of ideas, doctrine,
principles, and practices depends on how they function in a given situation. If they work well, they
may be judged as true, good, right, and beautiful; if they do not work well, they may be judged as
false, evil, wrong, ugly, etc.” -William James
• Marxist Theory of Truth “Truth is not in what it is, but in what it ought to be.” -Herbert Marcuse -
Truth is achieved as a matter of practice or praxis.
• Dialects and pragmatic theory as validation of knowledge:
• Pragmatic theories of truth focus on the connection between truth and
epistemic practices, notably practices of inquiry and assertion.
• Pragmatic theories of truth thus emphasize the broader practical and
performative dimensions of truth-talk, stressing the role truth plays in shaping
certain kinds of discourse. These practical dimensions, according to pragmatic
theories, are essential to understanding the concept of truth.
• Dialecticor dialectics (Greek: dialektikḗ; related to dialogue), also known as
the dialectical method, is at base a discourse between two or more people
holding different points of view about a subject but wishing to establish the
truth through reasoned methods of argumentation.
▪ Dialectic or dialectics also known as the dialectical method is a discourse
between two or more people holding different points of view about a
subject but wishing to establish the truth reasoned arguments
▪ The term popularised by plato Socratic dialogues
▪ The term is not synonymous with the term debate.
▪ It is a commonplace experience that when we think our problem or
question and reached at certain answer it is called theses. And by doing
further research we felt that answer we find earlier is contradicted to the
research is called antitheses.
 1st Internal exam, 2020
Paper-Knowledge and Curriculum Full mark: 20
• Answer Any Two Question:
• 1. Briefly explain the concept of knowledge construction. In what way can you relate this
to your own experience (3+7)
• 2. “ Experience is the basis of knowledge construction”- Discuss the statement (10)

• 3. “ Reasoning has a crucial role in meaning making for learner”. Decipher the statement
and pin pointedly justify it. (10)

• 4. Why validation of knowledge is necessary? Cite an example and explain by using any
one approach, (3+7)