Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/8732
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Beyond Presence: Epistemological and pedagogical implications of 'strong' emergence
Authors: Osberg, Deborah
Biesta, G J J
Contact Email: gert.biesta@stir.ac.uk
Keywords: beyond
challenge
Child
CONSEQUENCES
Emergence
epistemology
Failure
implications
knowledge
Responsibilities
RESPONSIBILITY
school
schooling
Schools
WORLD
Issue Date: Mar-2007
Publisher: Springer Verlag
Citation: Osberg D & Biesta GJJ (2007) Beyond Presence: Epistemological and pedagogical implications of 'strong' emergence, Interchange, 38 (1), pp. 31-51.
Abstract: In this paper we argue that the notion of strong emergence offers a challenge to the idea, currently dominant in schooling, that knowledge somehow relates to a pre-existing world, present in itself. We do this first by providing an account of strong emergence, showing how it brings into question the assumption of determinism. Following this we explain the epistemological consequences of this failure of determinism and in so doing developan "emergentist" epistemology which has some compatibilities with deconstruction. Finally, we show that the emergentist critique of determinism makes it possible to imagine a form of schooling which is no longer concerned with questions about how best to teach the child about a pre-existing world (which, largely, are questions about whether this would or should be presented or represented in schools). Instead it becomes possible to imagine a form of schooling which is concerned with questions about responsibility and response.
Type: Journal Article
URI: http://hdl.handle.net/1893/8732
DOI Link: http://dx.doi.org/10.1007/s10780-007-9014-3
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Exeter
Education Management and Support

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