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Understanding the Mind

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Epistemic Fluency and Professional Education

Part of the book series: Professional and Practice-based Learning ((PPBL,volume 14))

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Abstract

In this chapter we contend that research in and for education has suffered from a tendency to emphasise one aspect of human capability at the expense of others. For example, some research traditions give a central place to human cognition and marginalise the social; other bodies of research focus on the brain, while marginalising human experience. This chapter uses some recent ideas on grounded cognition to show how it is possible, and necessary, to connect mind, brain, body, culture and environment in providing satisfactory explanations of how people get things done. This also gives us a better way of talking about relations between the kinds of codified knowledge encountered in formal instruction and the experiential knowledge people develop in the rest of life. We argue that a better understanding of relations between codified and experiential knowledge helps resolve some problems involved in conceptual change and in understanding the status of threshold concepts.

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Notes

  1. 1.

    The descriptions of these five broad approaches, on this and the next few pages, are our summaries of Ohlsson’s (2011) review and interpretation of each tradition. To each, we have added some extensions from other literature and some discussion of the implications of each approach for understanding learning.

  2. 2.

    Or other such construct of higher-order cognition that putatively provides coherent guidance for their action.

  3. 3.

    Our use of the term ‘functional knowledge’ is inspired by Greeno’s (2012) term ‘functional concept ’. We discuss this in more detail in Chap. 17.

  4. 4.

    Such as the circumstances in which the concepts were first encountered (e.g. the name and appearance of the physics teacher who first taught you Newton’s laws).

  5. 5.

    Threshold concepts (Sect. 6.4) can also be thought of in this way.

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  1. Centre for Research on Learning and Innovation (CRLI), Faculty of Education & Social Work, The University of Sydney, Sydney, NSW, Australia

    Lina Markauskaite & Peter Goodyear

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  1. Lina Markauskaite
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  2. Peter Goodyear
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Markauskaite, L., Goodyear, P. (2017). Understanding the Mind. In: Epistemic Fluency and Professional Education. Professional and Practice-based Learning, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4369-4_6

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