Understanding Disciplines
&
Subjects
Ms. Atulya Verma
Assistant Professor
ICFAI Education School, The ICFAI University, Dehradun
Course Title: Understanding Discipline and Subjects
Course Code: BED 104
Credits- 2 M.M.-50
Objective: The overall objective of the Course is as follows:
To enable the student teachers to:
Understand chronological evolution of knowledge (growth of knowledge is an evolutionary process of
trial and error, the rate and content of which depends on its organization, both conscious and
unconscious.) & theory related to human needs change with time.
Reflect on the nature and role of disciplinary knowledge (specialisation and in-depth content
knowledge of a certain type of curriculum or subject) in the school curriculum and the paradigm shifts
in the nature of disciplines with some discussion on the history of teaching of subject areas in schools.
Historically review on the change in disciplinary areas, especially social science, natural science
(interaction between nature and humans) and linguistics.
Categorize the methods of study and validation of knowledge in changing scenario.
Appraise how the content was selected, framed in the syllabus, and how it can be transformed so that
learners construct their own knowledge through it.
Engage them with epistemological (relating to the theory of knowledge) questions of subject matter
and how they unfold in the study of pedagogical approaches.
MODULE-I
Knowledge, Philosophical Enquiry and Education
Meaning & Characteristics of Knowledge
Knowledge is the information, facts, skills, and understanding a person
gains about a subject through experience, education, and reasoning.
It can also be defined as an awareness of facts, familiarity with people
and situations, or a practical skill.
Knowledge can be produced in many ways, including perception,
which is the use of the senses to learn about the world.
Philosophical Enquiry: (process of asking questions to gain information)
Greek Philosopher
American Philosopher
SOURCES OF KNOWLEDGE
Intuition is the quickest way to obtain an answer to a question or problem
when there is no information, or when you cannot refer to any supporting
data.
Perception is the organization, identification, and interpretation of sensory
information in order to represent and understand the presented information or
environment.
Reasoning might be defined as the process of using known facts to arrive at
new facts. In this way Reason can help us arrive at new facts or new knowledge
Empiricism or Experience. This approach to acquiring knowledge relies on the
idea that all knowledge is gained through experience which can be verified.
SOURCES OF KNOWLEDGE
Testimony- A formal written or spoken statement, especially one given in a
court of law.
Authority- Power to influence or command thought, opinion, or behavior.
Memory is the faculty of the mind by which data or information is encoded,
stored, and retrieved when needed.
Experience- Practical contact with and observation of facts or events.
Introspection- the examination or observation of one's own mental and
emotional processes.
Types of knowledge
Explicit knowledge
Implicit knowledge
Tacit knowledge
Procedural knowledge
Declarative knowledge
A Posteriori knowledge
A Priori knowledge
Explicit knowledge
Explicit knowledge is knowledge that can be easily
expressed, documented, and shared between people.
It can be conceptualized, codified, and stored in a
variety of formats, including books, databases,
manuals, and videos.
Explicit knowledge can be expressed in formal
language, scientific formulas, specifications, and
symbols.
Implicit Knowledge
Implicit knowledge, also known as tacit knowledge,
is knowledge that is difficult to express or extract, and is
often evident through actions and behaviors.
It can be gained from applying other learned
information, such as how-to guide, tutorials, or manuals,
or through incidental activities.
For example, knowing how to walk, run, ride a bicycle, or
swim are all examples of implicit knowledge.
Tacit knowledge
Tacit knowledge is knowledge, skills, and abilities that
people gain through experience and that are often
difficult to express in words or communicate.
It's also known as experiential knowledge, or "know-
how" knowledge.
Tacit knowledge is more personal and subjective (based
on personal opinions & feelings) than explicit knowledge,
which is formal, objective, and easy to write down.
Tacit knowledge is based on individual experiences,
intuition, and insights that are hard to put into words.
Procedural knowledge
Procedural knowledge is the ability to perform a specific
task or skill, and is also known as implicit knowledge or
know-how.
It's different from descriptive knowledge, which is about
specific facts or propositions (an idea or opinion), and is
more about how to do something.
Declarative knowledge
Declarative knowledge is the awareness of facts, data,
and information that can be expressed in declarative
sentences.
It is also known as theoretical, descriptive, or
propositional (related to any statement of problem)
knowledge.
Declarative knowledge is explicit, meaning a person
either knows it or they don't.
A Posteriori knowledge
(relating to or derived by reasoning from observed facts)
A posteriori is a Latin term that means "from what is
later" and is used in philosophy to describe knowledge
based on experience or personal observation.
It is a type of fact that a person knows because they
have evidence from their experiences that supports the
fact being true.
This evidence might come from their senses, from
memory, or from what other people tell them.
A Priori knowledge
A priori knowledge is a type of knowledge that a person
has without any evidence from experience, and instead
is justified by thought alone.
The term is often used in philosophy, particularly in
epistemology, which is the study of knowledge.
Disciplinary Knowledge :Nature and Scope
Disciplinary knowledge refers to the specialisation and in-
depth content knowledge of a certain type of curriculum or
subject.
Multidisciplinary knowledge refers to knowledge of a wide
range of perspectives within a combination of subject areas.
Inter-disciplinary knowledge refers to the combination of two
or more academic disciplines into one activity.
Major Disciplines with specific processes to acquire knowledge
Definition of Discipline
Discipline refers to a branch of academic study and socially acknowledged name (that for
example can be found in a library classification system).
The meaning of discipline refers to a branch of academic study. For example, psychology,
sociology, anthropology, mathematics and philosophy are all disciplines. These can mostly be
seen in higher educational institutions such as universities. This, however, does not denote
that disciplines cannot be seen in other educational settings such as schools. For example,
mathematics is a school subject that is also a discipline that is found in higher educational
institutions.
Meaning of the Subject
Subject refers to a branch of knowledge studied or taught. Subject means something or
someone that is a topic of a discussion, writing, art piece or area of study. Subjects are the
parts into which learning can be divided. At school, each lesson usually covers one subject
only. Some of the most common subjects at school are English, History, Mathematics, Physical
Education, Religion, Music, Art, Dancing, Health, etc. Science Subject refers to a branch of
knowledge studied or taught. These subjects are also branches of knowledge but are often
adjusted to accommodate the goals of education. When speaking of subjects attention paid
to research is rather minimal.
Knowledge
All the facts and information about things, people, places and cultures of the world
constitute a knowledge base that we build up as we learn a lot first from our parents and
later at school from our teachers. We learn how to behave without elders and react in
different situations as per communal norms.
All this is referred to as the knowledge that we gain in our life.
The three types of knowledge addressed within the disciplines-based curriculum are:
1. Academic knowledge – This is about scholarship and research. The role of disciplines
orientated knowledge is critical to this.
2. Professional knowledge – This allows theory to be explored through practical situations
and enquiry-based learning and helps students to understand and apply academic
knowledge.
3. Personal knowledge – In which the values, aspirations and emotional (and spiritual)
aspects of learning and educating are formed and fostered.
[Link]
Inquiry is a process of questioning, investigating, and reasoning that helps people
understand the world. It involves being open to wonder, and can be used in many
educational models, including inquiry-based learning and problem-based
learning.
Inquiry-based learning is a student-centred approach that involves students in the
teaching and learning process. It encourages students to ask questions, study
real-world challenges, and develop critical thinking, problem-solving, and
creativity skills.
Some elements of inquiry include:
Critical thinking
Analyzing your own knowledge and experience, considering multiple
perspectives, and adopting positions based on all available information
Research
Gathering, analyzing, and integrating the work of other researchers
Exploration activities
Students can explore scientific concepts through hands-on investigations,
questions, and critical thinking
Higher-order thinking skills
Students can develop questions, make observations, and outline possible
explanations
SCIENTIFIC THINKING-
Scientific thinking is a process that involves asking questions,
making observations, forming hypotheses, and testing those
hypotheses to reach conclusions.
The scientific method, also known as the hypothetic-deductive
method, is a logical approach that can help people accurately
describe and understand observations.
The goal is to find cause-and-effect relationships by collecting
evidence and determining if it can answer a question in a sensible
way.
MATHEMATICAL THINKING is a way of using mathematics to solve real-
world problems. It involves developing habits of mind, such as:
Defining: Understanding mathematical concepts, operations, and
relations
Systematizing: Knowing what mathematical symbols, diagrams, and
procedures mean
Abstracting: Making connections and developing new ways to
describe situations and make predictions
Creating: Inventing, conjecturing, and experimenting
CRITICAL THINKING is a process of questioning, analysing, and
evaluating information to make reliable judgments.
It involves conceptualizing, applying, synthesizing, and
reasoning, and is based on intellectual values such as clarity,
accuracy, and fairness.
Critical thinkers strive to improve the world by considering the
rights of others and avoiding simplistic thinking.
They also recognize the complexities of developing as thinkers
and commit to lifelong practice
Language and knowledge are closely connected, and language is a
key medium for sharing thoughts, ideas, and experiences. Language
can help people interpret the meaning, essence, culture, and
thoughts of information.
It can also be used to make sense of the world and pass on
knowledge.
For example, language can be used to represent the natural world
and abstract ideas, similar to a metaphorical map.
Social relations can have a positive impact on knowledge
creation, sharing, and production:
Knowledge creation
Knowledge sharing
Knowledge production and dissemination
IDENTITY AND KNOWLEDGE
In psychology, the term "identity" is most commonly used to describe personal
identity, or the distinctive qualities or traits that make an individual unique.
Identities are strongly associated with self-concept, self-image (one's mental
model of oneself), self-esteem, and individuality.
THINKING AND KNOWLEDGE
Thinking is the process of consciously generating and manipulating ideas and
thoughts in the mind. It involves processing information, holding attention,
storing and retrieving memories, and selecting appropriate responses and
actions. Thinking can also include understanding other people and expressing
oneself to others.