Strange Knowledge Without Action: How “Scire” Is Not Enough, Even for Real Knowing

• In Event: Myths, Knowledge, and Conceptualizations of Curriculum

Abstract

This paper critically examines the ideological framework that is tacitly accepted by the theme of this year's program, which uses "scire" as the word for knowing, which is presented as being "not enough" for the fulfillment of our AERA mission. The paper shows how knowing in the sense of "scire" is only one among many ways of knowing. Analysis of narrative reports of observational research, as well as prescriptive literature on curriculum, and official documents such as state standards and assessments, shows that the limiting sense of knowing as "scire" is prevalent, to the neglect of other modes of learning that are always necessarily engaged in action in and on the world. Implications for research, policy, and practice are considered.

Author

• Tony Whitson, University of Delaware