Knowledge transfer in educational institutions in light of social epistemology

Abstract

<p class="MsoNormal" style="text-indent:0in;border:none;mso-padding-alt:31.0pt 31.0pt 31.0pt 31.0pt;
 mso-border-shadow:yes">The field of social epistemology has been producing new
 discourses about knowledge generation and transfer while not forgetting the
 social aspects of them. One of its contributions is the acknowledgment of
 epistemic agents other than some lone subject in transferring and generating
 knowledge. For many centuries, people have been receiving knowledge through
 educational institutions. Social epistemology now allows us to reexamine the
 epistemology of education, primarily since education is usually made up of
 testimonial knowledge<span style="color: rgb(74, 74, 74); background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">—</span>knowledge that is “transferred” by teachers to students simply
 by the account of the teacher’s position as the educator. Philosophy of
 education, up until recently, has been concerned with types of education
 ideally pursued by students. However, social epistemology has turned our
 attention to aspects beyond normativity and set about the questioning of the
 nature of knowledge in education in the first place. We will see how, using
 social epistemology as a framework, new approaches to inquire about education
 and the transfer of knowledge can be determined. This paper will examine the
 changes in which we understand knowledge transfer done by educational
 institutions, particularly schools, considering the advances made in the field
 of social epistemology. The hopes of the exploration carried out in this paper
 are to reassess the way we go about the philosophy of education and to ignite
 further discussions concerning social epistemology and its impact on education.<o:p></o:p></p>