Disciplinary Intuitions and the Design of Learning Environments

  • Kenneth Y. T. Lim

Table of contents

  1. Front Matter
    Pages i-xxiii
  2. Theoretical and Historical Foundations

    1. Front Matter
      Pages 1-1
    2. David Hung, Lyna
      Pages 3-15
    3. Michael Tan, Kenneth Y. T. Lim
      Pages 17-31
  3. Delving into Disciplines

    1. Front Matter
      Pages 53-53
    2. Michael Tan, Michelle Tan
      Pages 55-63
    3. Mohamed Suffian Bin Mohamed Amin
      Pages 65-74
    4. Anselm Premkumar Paul
      Pages 109-130
    5. Richard Lee, Gabriel Chia
      Pages 145-153
    6. Young Hoan Cho, Seo Yon Hong
      Pages 155-168
  4. Coda

  5. Back Matter
    Pages 199-201

About this book

Introduction

As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ‘works’, but we would not necessarily have been able to explain these ‘workings’. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.

The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.

Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how – because these lived experiences are as tacit as they are diverse – designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Keywords

curriculum design disciplinary intuitions intuitions and learning non-formal learning prior knowledge tacit knowledge

Editors and affiliations

  • Kenneth Y. T. Lim
    • 1
  1. 1.National Institute of EducationNanyang Technological UniversitySingaporeSingapore

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-287-182-4
  • Copyright Information Springer Science+Business Media Singapore 2015
  • Publisher Name Springer, Singapore
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-981-287-181-7
  • Online ISBN 978-981-287-182-4
  • About this book