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ERIC Number: EJ1089303
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-5170
On the Uneasy, Unavoidable, and yet Not Entirely Undesirable Tensions between Student Knowledge Construction and the Disciplines: A Response to Malewski
Stemhagen, Kurt; Reich, Gabriel A.; Muth, William
Journal of Curriculum and Pedagogy, v11 n2 p174-178 2014
This is a brief reply to Malewski's response to our article, "Disciplined Judgment: Toward a Reasonably Constrained Constructivism." There are several essential problems with the arguments presented in his article: (a) first, the intentions ascribed to our project in Dr. Malewski's response are inaccurate; (b) the response is supported by a false dichotomy between access to canonical knowledge and social justice; and (c) some examples used to support claims in the response are hyperbolic. We believe that this sort of interaction is a good model of scholarly discourse and we hope that this sustained discussion of our disagreements will produce the sort of discourse that can increase understandings across theoretical and political divides and eventually contribute to efforts to bring about positive social change.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A