(by Eileen Dombrowski, from OUP blog)To appreciate knowledge as a human achievement, we want to humanize the contributors to it, the people who work within every field of knowledge. We want to bring to imaginative life their creativity, fallibility, clever methods to overcome fallibility, and splendidly diverse achievements. We want to bring to life, too, what their knowledge means – to them, to their field, to us.
There is one area of knowledge where it is essential to engage our students imaginatively for them to grasp what the area of knowledge is even about. I’m referring to Indigenous Knowledge, where the knowledge is seemingly defined by who possesses it. In this area of knowledge, many of the knowledge questions we want to pose can be asked with understanding and grasp of implications only if we have some awareness of culture and history. Continue reading
(by Eileen Dombrowski) “Knowledge”. “Understanding”. “Truth”. Your students might want to argue with the way Destin Sandlin uses the terms — and so will you — as he struggles to learn how to ride what he calls the Backwards Brain Bicycle. This video is likely to provoke ripples of laughter and to animate discussion on “knowing how” and memory as a way of knowing. Not a bad lead-up to knowledge questions! Continue reading
(by Eileen Dombrowski, from OSC blog Sept 13, 2014) About all areas of knowledge, we ask questions that take us straight to methodology and social context. Who owns knowledge? How is it passed on as shared knowledge, and within what controls of methodology or power? We may think instantly of the sciences, and even controversies over current scientific conclusions and scientific products (e.g. medicines and technologies). Yet some of the oldest knowledge in the world is equally ignited by these knowledge questions, Continue reading