Live and recent posts from across the Fediverse tagged #epistemicinjustice, aggregated by home.social.
"Multiracial scholarship has long treated Black-White biracial individuals as a homogeneous group, often overlooking how proximity to whiteness influences their lived experiences."
https://www.academia.edu/164971097/Towards_a_Theory_of_Black_Biracial_Positionality
"Who needs labels anyway?" sounds progressive, but isn't.
A 'label' can give people language for their experiences, a basis for organising, and access to a community.
The interesting question - I think - isn't whether we have categories or not (we do. Ask any librarian or linguist).
It's who gets to make and use the categories... and for what purpose.
💟
#Autism #ActuallyAutistic #ADHD #AuDHD #Neurodivergent #SocialJustice #EpistemicInjustice
From the Overlapping Illness Alliance:
"We are asking The Telegraph to review the framing and factual basis of the article and ensure future coverage of complex chronic illness and disability draws on appropriate evidence, clinical expertise and the voices of people directly affected. ...
"These issues deserve scrutiny. But that scrutiny should focus on the evidence, gaps in care and research, and the systems that are failing people, rather than questioning the legitimacy of those living with illness."
#disability #ableism #media #Telegraph #PoTS #MECFS #LongCovid #EhlersDanlos #MastCellActivationSyndrome #EpistemicInjustice
New preprint is out:
Chain of Custody: Irreversibility, Dissipation, and Traceability in the Clinical Relay
5 honest crossings, 0 deception, yet the patient becomes unrecognizable. I formalize it as Sₙ=HIST(Sₙ₋₁,Cₙ).
Husserl · Dewey · Ingarden · Prigogine
Now on PhilPapers/PhilArchive:
https://philpapers.org/rec/KOVCOC-2
Zenodo DOI: 10.5281/zenodo.21920689
#PhilMed #Phenomenology #EHR #EpistemicInjustice #philosophy #medical discourse
All new in SEP, Philosophy of Psychotherapy, https://plato.stanford.edu/entries/psychotherapy/
#terapia #psykoterapia #psychotherapy #filosofia #philosophy #mentalhealth #wellbeing #therapy #psychology #harm #epistemicInjustice #biomedicine #cognitiveScience #disability #self #medicine #psykiatria #psychiatry #mentalDisorder #mieli #mielenhäiriö #tieteenfilosofia #philosophyOfScience #sep
Good piece from Fiona Robertson about Henry Nowak's death, making connections with other strands of injustice.
"Henry died pleading for his life and the systemic cause was not ‘anti-white racism’, it is that we, as a society, do not care about people the system has decided are criminals. ...
"Henry Nowak died because we have a culture which allows people cast as criminals to be ignored, abused and degraded. ... Rights are not rights unless they are universal."
https://graniteandsunlight.wordpress.com/2026/06/10/the-real-systemic-outrage-in-the-henry-nowak-case/
(CN allusions to murder, rape, epistemic injustice - but not in detail)
#HenryNowak #rights #police #prison #Rotherham #EpistemicInjustice
So no. Autistic people are not ‘just making it up because society is crap’.
The reality is more like this:
Society is often crap, and autistic people are then forced to explain their real differences through a diagnostic system built around pathology, gatekeeping, and disbelief.
End of 🧵
Then, as we’re not listened to, society's understanding of autism develops without us.🤷🏽♀️
That flawed understanding is then used to overrule us, again.
Strange little loop. ➰
6/11
AI didn’t just flatten my writing.
It reassigned me.
My last name was changed.
That’s not understanding.
That’s probability resolving identity.
I was logged in.
AI summarized one of my articles.
It caught one convergent idea and stopped there.
The point wasn’t lost.
It was removed.
Not what I ... 😡 ... wrote.
https://knowprose.com/2026/03/wrong-answer-ai-thats-not-what-i-wrote/
New on our blog!
Restoring the Equality of Arms in Pushback Litigation
On 18.12.2025 the Court of Justice of the European Union (‘CJEU’) issued its much-anticipated judgment on the appeal against the General Court’s order in Hamoudi v. Frontex. In a ‘rare’, ‘landmark’ ruling, which has been vividly celebrated by refugee law experts, the CJEU
#CourtOfJusticeOfTheEuropeanUnion #EpistemicInjustice
https://voelkerrechtsblog.org/restoring-the-equality-of-arms-in-pushback-litigation/
I think we autistics might know all this in our bones. In our hearts. Somewhere, anyway… but usually on an instinctive level.
Even if we’re not aware of our reasons or motivations, and instead struggle with shame and self-doubt (just as we’re encouraged and socialized to do).
But… clarity is the enemy of oppression!
It replaces confusion with transparency. It throws light on the landscape 🔦
⬇️
New on our blog!
Introducing the Fifth Annual ‘Women in International Law’ Symposium
‘Gravity of Tenderness’ by The Fabler.
On the occasion of International Women’s Day, celebrated on the 8th of March, Völkerrechtsblog hosts the ‘Women in International Law’ symposium. Held each year during this week, it features blogposts, inte
#EpistemicInjustice #LegalAcademia #WomensRights
https://voelkerrechtsblog.org/introducing-the-fifth-annual-women-in-international-law-symposium/
Subject: Information processing in autism. Is our style necessarily a deficit?
Why do autistic people find new or high-stimulus environments stressful; even overwhelming?
Why can it seem, at times, we're slower than others? To take in scenes; to mentally process them; to make decisions based on them 🤷
This thread is an alternative take on autistic processing style & speed.
👇
(Comments & feedback welcomed, as always!)
#Autism #ActuallyAutistic #EpistemicInjustice #Neurodivergent #AuDHD
RE: https://thoughtshrapnel.com/2026/02/14/thinking-is-hard.html
One path to mitigating effects of #scriptocentrism.
“Literacy” has been associated with some dominant #WaysOfKnowing. Other approaches to knowledges tend to get brushed away. #EpistemicInjustice
...are tasked with the enormous and near-impossible job of ‘educating them’ (and blamed for failing when they don’t manage to).
But, sadly, the privileged ones are selectively deaf or you didn’t use the right tone or… or… well, I think you get the gist.
⬇️
#EpistemicInjustice #Racism #BlackLivesMatter #Patriarchy #GenderEquality #TransLivesMatter #LGBTQ+
Yours truly on AI adoption, the media's existential crisis, epistemic injustice and erasure, AI-facilitated gender-based violence and devaluation of women's labour in the media.
https://zenodo.org/records/18506103
#AI #LLMs #media #EpistemicInjustice #EpistemicErasure #Gender #TFGBV #labour
Response to the alien: Corporeal experience between selfhood and otherness
"The topographical enquiries that Waldenfels presents assume that the Other not only has its own times, but its own locations as well."
A Topography of the Other, Studies for a Phenomenology of the Other 1, Bernhard Waldenfels >>
https://www.suhrkamp.de/rights/book/bernhard-waldenfels-a-topography-of-the-other-fr-9783518289204
Phenomenology of the Alien, Basic Concepts, by Bernhard Waldenfels >>
https://nupress.northwestern.edu/9780810127579/phenomenology-of-the-alien/
#interculturality #otherness #modernity #violence #experience #IntersubjectiveNormatively #alien #monolingualism #nationalism #foreigners #EthnoNationalism #phenomenology #EpistemicInjustice #dehumanisation #book
>Teachers Are DONE & Speak Out — Something Is Very Wrong With America’s Y... <
#Education #Policy #EpistemicInjustice
#EconomicInjustice
#Inequality #Brutalization
"Larissa Behrendt ... advocates for the inclusion of ancient Indigenous philosophies into our traditional Western liberal traditions, to create a truly inclusive and engaging democracy."
She..."reminds us that the legal system has been used to exclude and discriminate against First Nations people. " (transcript)
>>
https://www.abc.net.au/news/2025-11-04/larissa-behrendt-boyer-lecture-justice-democracy/105965580
Larissa Behrendt's Boyer Lecture argues justice and imagination are an investment in democracy (audio)
>>
https://www.abc.net.au/listen/programs/boyerlectures/larissa-behrendt-justice-ideas-inclusion/105872300
Epistemological violence and epistemic injustice >>
https://en.wikipedia.org/wiki/Epistemic_injustice
#IndigenousPeoples #Constitution #democracy #law #injustice #exclusion #IndigenousKnowledge #EpistemologicalViolence #EpistemicInjustice #SettlerSociety #Australia
Slide deck from a talk titled "The Geopolitics of Knowledge: Who Shapes What We Know Online?" that I delivered at the ISOC India (Mumbai Chapter) yesterday: https://zenodo.org/records/17455942
#knowledge #openknowledge #epistemology #epistemicviolence #epistemicjustice #epistemicinjustice #epistemicsuppression #ISOC @internetsociety
Participatory methods in urban development, aimed at engaging inner-city youth, seem to align more closely with the cultural codes, practices, and career paths of the creative middle class. Whose voices are heard and whose knowledge remains marginalized?
#Participation #EpistemicInjustice #CreativeClass #storytelling
Die von @KaliuzhnaN und @zeynepaydin erwähnte Literaturstudie:
Hurdles to open access publishing faced by authors: a scoping literature review from 2004 to 2023. https://doi.org/10.1098/rsos.250257
Jetzt startet die Session "Session 4: Dimensionen von Ungleichheit" bei den #oat25. Alexandra Jobmann (@OPLTante) beginnt mit "Bibliodiversität von unten". Unser @idaho präsentiert seine Ergebnisse direkt danach.
https://www.conftool.org/oat2025/index.php?page=browseSessions&form_session=124#paperID169
The crisis in scientific publishing: from AI fraud to epistemic injustice
There is a crisis in scientific publishing. Science is haunted. In early 2024, one major publisher retracted hundreds of scientific papers. Most were not the work of hurried researchers, but of ghosts: digital phantoms generated by artificial intelligence. Featuring nonsensical diagrams and fabricated data, they had sailed through the gates of peer review.
This spectre of AI-driven fraud is not only a new technological threat. It is also a symptom of a pre-existing disease. For years, organized networks have profited from inserting fake papers into the scholarly record. It seems that scientific publishing’s peer review process, intended to seek truth, cannot even tell the real from the fake.
These failures are not just academic embarrassments. In fields like global health, where knowledge means the difference between life and death, we can no longer afford to ignore them. Indeed, the crisis in scientific journals is not, at its heart, a crisis in publishing. It is a crisis of knowledge—of what we value, who we trust, and how we come to know. That makes it a crisis of education.
Crisis in scientific publishing: The knowledge we ignore
Consider what Toby Green has called the “dark side of the moon.” He is referring to the vast body of knowledge produced by established experts in international organizations. Volumes of high-quality reports and analyses come from organizations large and small. They contain immense expertise. Often, not only do they qualify as science. They may be more likely to shape policy and practice than most academic outputs. Yet this “grey literature” is rarely incorporated into the scholarly record. This is why Green is actively implementing projects to find, collect, and index such materials.
If the formal knowledge of some of the world’s leading experts is being left in the dark, what hope is there for the practical wisdom of a frontline nurse?
In the rigid hierarchy of evidence that governs global health, a randomized controlled trial sits at the pinnacle. At the very bottom, dismissed as mere “anecdotes,” lies the lived experience of practitioners. A nurse in a rural clinic who discovers a better way to dress a wound in a humid environment has generated life-saving knowledge that could be useful elsewhere. A community health worker who develops a sophisticated method for building trust with vaccine-hesitant parents has solved a problem in context. Yet, in our current culture, their insights are not data. Their experience is not evidence.
To dismiss such knowledge is an act of willful ignorance. Science, at its best, is a process of disciplined curiosity. Its fundamental purpose is to reduce ignorance and expand our understanding of the world. To willfully ignore entire categories of human experience and expertise is therefore a betrayal of the scientific ethos itself. It is an active choice to remain in the dark.
Crisis in scientific publishing: the architecture of exclusion
This devaluation of practical knowledge is not an accident. It is a feature of a system designed to exclude. The modern ideal of science began with a radically open mission. As the scholar John Willinsky has meticulously documented in his history of Western European science, the creation of scientific journals in the 17th century was intended to create a public commons of knowledge, accelerating progress for the benefit of humanity. The principle was one of access. How was this mission corrupted?
The architecture of modern science was built on a colonial foundation. Its violence was not only physical but also scientific and intellectual. Frantz Fanon, the Martinican psychiatrist who became a theorist of decolonization in the crucible of Algeria’s war of independence, described colonization’s deepest work as the effort to “empty the mind of the colonized.” This is a systematic process of convincing people that our own histories, cultures, and ways of knowing are worthless.
Generations later, the Māori scholar Linda Tuhiwai Smith detailed how this was put into practice. She showed that Western research methodologies themselves were often not neutral tools of discovery but instruments of empire. The acts of observing, classifying, extracting, and analyzing were used to control populations and invalidate their knowledge systems, replacing them with a single, supposedly universal, European model of truth.
This worldview pretends to be a neutral, “view from nowhere,” a concept also critiqued powerfully by the white American feminist philosopher Donna Haraway. She argued that all knowledge is situated—shaped by the position and perspective of the knower. You see the landscape differently from the mountain top than you do from the valley. A complete map requires both perspectives.
Echoing this, her philosophical and geographical sister Sandra Harding argued that by excluding the perspectives of marginalized people, dominant science becomes “weakly objective.” It is blind to its own biases and assumptions.
Crisis in scientific publishing: Fear of knowledge
A common and deeply felt fear among scientists is that embracing diverse forms of knowledge will lead to a dangerous relativism, where objective truth dissolves and “anything goes.”
Harding’s work shows this fear to be misplaced. She argues that the “view from nowhere” provides not a stronger, but a more brittle and fragile grasp of the truth. A truly “strong objectivity,” she contended, is achieved by intentionally seeking out multiple, situated perspectives. This does not mean that all views are equally valid. It means that by examining a problem from many standpoints, we can triangulate a more robust and reliable understanding of reality. We can identify the biases and blind spots inherent in any single view, including our own.
This process is the antidote to the willful ignorance mentioned earlier. It strengthens our grasp of objective truth by making it more complete and more honest.
Can change be paved by good intentions?
Today, the need for a change in research culture is widely acknowledged. The world’s largest research funders publish reports calling for more diversity and inclusion. Yet we observe paralysis rather than progress. The individuals who sit on the decision-making committees of such institutions will almost certainly not fund a project with a primary investigator whose work is not validated by the existing system of prestigious but exclusive journals. Elite global scholars leading the vital movement to “decolonize global health” first established their legitimacy by adhering to conventional norms, then began using the master’s tools to have their critiques of the system heard. Such contradictions illustrate how deeply the exclusionary norms are embedded.
Since top-down change is caught in such contradictions, a meaningful path forward may be to change the culture of science from the ground up. The core challenge is to correct for epistemic injustice: the wrong done to someone in their capacity as a knower. This injustice takes several insidious forms.
The most obvious is testimonial injustice. Imagine the scene. A senior male doctor from a famous university presents a finding and is met with nods of assent. His words carry the weight of evidence. A young female nurse from a rural clinic presents the exact same finding based on her direct experience. Her knowledge is dismissed as a “story” or an “anecdote.” She is not heard because of who she is. Her credibility is unjustly discounted.
Even deeper is hermeneutical injustice. This is the wrong of not even having the shared language to make your experience understood by the dominant culture. The community health worker who builds trust with hesitant parents may have a brilliant system, but if they cannot articulate it in the formal jargon of “implementation science,” their knowledge remains invisible. They are wronged not because they are disbelieved. They are wronged because the system lacks the concepts to even recognize their wisdom as knowledge in the first place.
Projects like Toby Green’s grey literature repository or initiatives like Rogue Scholar, pioneered by Martin Fenner, that assign a permanent Digital Object Identifier (DOI) to science that was not previously in the scholarly record, are practical interventions. But this not a technological problem. It is an educational one. Changing a culture that perpetuates these injustices is the primary work. Within this larger project, new tools can serve as tactics of resistance. As such, they can be used to support acts of epistemic defiance, for example by creating a formal, citable record of knowledge that exists outside the traditional gates. Yet they remain tools, not the solution.
The science of knowing
You cannot fix a broken culture by patching its systems. You must change its DNA. The crisis haunting science is not ultimately about publishing, fraud, or peer review. It is a crisis of education—not of schooling, but of how we come to know. If physics is the science of matter, education is the science of all sciences. It provides the architecture of assumptions and values that shapes how every other field discovers and validates truth.
A new philosophy of education is needed, one that includes these three principles:
To change science, we must change how scientists are taught to see the world. We must educate for humility, for critical self-awareness, and for the ability to listen. This is the work of creating a science that is not haunted by its failures but is directly contributes to a more just and truthful account of our world.
References
Image: The Geneva Learning Foundation Collection © 2025
#AIFraud #DEI #diversityAndInclusion #DonnaHaraway #epistemicInjustice #epistemology #hermeneuticalInjustice #LindaTuhiwaiSmith #philosophyOfScience #RogueScholar #SandraHarding #scientificPublishing #strongObjectivity #testimonialInjustice #TobyGreen
New on our blog!
Testimonial Oppression in Palestine
How is silence rendered a tool of violence? Kristie Dotson’s work on Epistemic Violence provides critical insights into the practices of testimonial oppression, particularly silencing and smothering, that produce epistemic harm against marginalized groups. Dotson highlights the systemic strategies used to suppress the voices of
#censorship #EpistemicInjustice
https://voelkerrechtsblog.org/testimonial-oppression-in-palestine/
New on our blog!
Epistemic Apartheid
Silence! Voices must not infiltrate the rhythmic sounds of war, death, and starvation / yet speak, as loudly as you can! Where your words sync with our massacres, when your unequivocal calls are responded to by the cleansing of your enemies.
Following the 7th of October 2023, and as Israel launched a genocide war on Ga
#AcademicFreedom #censorship #EpistemicInjustice #FreedomOfExpression
I'm really looking forward to discuss the first draft of our recommendations to tackle burdens and barriers for authors in #OpenAccess publishing in our virtual workshop tomorrow:
https://projects.tib.eu/idaho/en/abschlussworkshop/
Free registration: https://tib-eu.webex.com/weblink/register/re6ed366fa3fe9b19d7328bccc391b23d
Insights in the topic of #EpistemicInjustice will be provided, then a summary of the most relevant results form our project with regard to the development of the recommendations. And then the "work" part of the workshop starts. :)
Please share!
>#MichaelJackson Ft. #Iniko - They Don't Care About Us X Jericho- (Mashup ... <
#EpistemicInjustice #EconomicInjustice
#Inequality
#Poverty
#Humiliation
>Für #Rassismus braucht es keine Rassisten - DocCheck<
#PolitischeKommunikation
#Menschenbild
#RechtlicheAsymmetrie
#Zeugnisungerechtigkeit /
#EpistemicInjustice #MirandaFricker
Struktureller Rassismus am Beispiel des Gesundheitswesens
https://www.doccheck.com/de/detail/articles/42928-fuer-rassismus-braucht-es-keine-rassisten
>re:publica 25: #KatharinaNocun - Unterschätze niemals die Macht der Verdrängung<
Übergang zwischen #Demokratie und ihrer Aushöhlung / programmatischer Entkernung
Der frühere #Rechtsruck ist längst ein permanentes #Driften
Zitat:
"... #Physik ist nicht links.
Physik ist Physik!"
#Klimakrise & #Artensterben
#Biodiversity #Climatecrisis
#Ecocide #Topocide
#EconomicInjustice
#EpistemicInjustice
#Poverty
#TaxCuts vs #TaxTheRich
#Oligarchy
Professor Guy Claxton on the Science of Learning
In this talk, Guy Claxton warns against the scientism and epistemic injustice of “The Science of Learning” and proposes instead something very much aligned with our notions of niche construction, toolbelt theory, collaboration, and iteration. These contribute to what Claxton calls “epistemic apprenticeship”.
https://youtu.be/qGFEswKBnMw?si=v62sC5IHR1GRRqC4
As Dr. Mary Helen Immordino-Yang states, “We simply are not Frankenstein monsters.” We tend to focus on small mechanisms and parts and pieces of knowledge. Instead, focus on the whole person, not the Frankenstein monster with all the little pieces. Affective neuroscience teaches us new perspectives for understanding and appreciating the importance of the whole person in the educational context.
Similarly, David Perkins warns us against the atomized learning of “element-itis”.
David Perkins talks about the importance of not atomizing learning, not turning it into what he calls the twin diseases of about-ism, always just talking about things rather than learning to do them, and what he refers to as element-itis, that everything has to be built up like Lego from little bricks of knowledge before you can really get to work on them.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Instead of attempting to build Frankenstein children from reductionist parts, let children build their own niches and tool belts in whole, embodied ways compatible with cognitive and somatic liberty. Let them embark on an “epistemic apprenticeship”.
Table of Contents
Selected Quotes from the Talk
[This example of expository teaching] is appropriate because you’re all adults who are free to come, or not, and you’ve come presumably because you think there’s something you think you might find interesting…in being here. That’s not the case of schools, of course…
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
It’s a big jump to go from the sometimes appropriateness of a group of people sitting quietly and politely being told things by someone else, to assuming that such forms of teaching are somehow the dominant or the mandatory forms of teaching in places of education.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Sciences of learning – plural
- Cognitive neuroscience
- Affective neuroscience
- Social neuroscience
- Al and robotics
- Philosophy
- Sociocultural psychology
- Cognitive anthropology
- Developmental psychology
- Embodied cognition
- Evolutionary psychology
- Information processing psychology
- Instructional psychology
There’s no such thing as THE science of learning.
We are a variety of scholars working on understanding learning.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Sciences of LearningS
- Skill development
- Perceptual learning
- Learning to learn
- Developing attitudes, values and interests
- Identity development
- Information retention and retrieval
- Deep understanding
- A part in a play
- Making and Performing: Dance, Design Technology, Sport
- School maths and science
The sciences of learnings are not exclusively or even principally about school.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Learning happens when someone wishes to learn, not when someone wishes to teach.
Ken Robinson
A properly designed school system needs to focus on cognitive abilities, not scholarly subjects…If we allow students to choose what areas of knowledge they would like to focus on while learning those skills, they would be attentive and interested.
Roger Schank
We humans have created… mechanisms of thought, embodied in our nervous systems, that enable our minds to go further, faster and in different directions than the minds of any other animals… They are passed on to subsequent generations through social learning.
In the future, the cultural inheritance of cognitive mechanisms could be enhanced by formal education. It may be possible to design training programs for use in schools…to improve cognitive skills.
Cecilia Heyes, Cognitive Gadgets
It’s fairly obvious that there is a fundamental mismatch between secondary education and the way kids learn. In school we want kids to start with the small building blocks, to learn the little pieces and start to put those together. But that is not how the human mind grows. It grows by engaging with deep powerful [ideas and questions] and then working backward to inform the meaning you are making…Supporting young people to engage with the complexities of their moral and social lives…is what is deeply, deeply motivating- and it is what grows their brains.
Mary Helen Immordino-Yang
Intelligence is the sum total of our habits of mind.
As long as school focuses mainly on individual forms of competence, on tool-free performance, and on decontextualized skills, educating people to be good learners in school settings alone may not be sufficient to help them become strong out-of-school learners.
Lauren Resnick
Hardly anything we do is done solo. No matter whether you are an athlete, a business person, a scientist, a trash collector, or a clerk, you are almost always coordinating with other people in a complex way. Human endeavor is deeply and intrinsically collective—except in schools.
David Perkins
Much of the recent work on embodied cognition shows beyond a shadow of doubt that forms of higher cognition retain a deep and often quite automatic grounding in the sensorimotor, in the physical, in the actual, in the emotional, in the embodied stuff of our being.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
What’s coming out of the laboratory, many of the laboratories, is that there is a bit of a shift from that rather narrow concern only with the rational and the linguistic and the argumentative, to a concern to a revised, renewed concern. It was there in the early days, was there if you read William James, with a concern that the real, the real world of living, of loving, of raising children, what we might now call embodied or warm cognition, a form of cognition that is embroiled with and suffused with emotion, with bodily process, with illness and so on.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Curiosity is the engine, is the driver of learning.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
In a state of mindfulness, your own assumptions become visible to you.
And once they become visible, then they can become questionable. And once they become questionable, they become mutable.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Education as an Epistemic Apprenticeship
- School as a place where you go to get good at thinking, learning and knowing
- As in any apprenticeship, you need
- Role models – teachers as ‘master-learners’
- Mates – some a bit further on than you
- Tasks that build competence and confidence
- Feedback on progress
- Appreciation of your (growing) contribution to life
- Escalating responsibility
- Doesn’t it do that already? NO!
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Explicit teaching, as it’s become known, is good for relatively short term retentions of relatively exam type knowledge. If that’s your overriding goal, then that’s a reasonable way of teaching. It’s not ineffective, but if you also care about the development of collaboration, of intuition, of imagination, of self-rescuing, of resilience, of curiosity, if those are also on your list of valued outcomes, then it’s far less clear that explicit teaching is the optimal pedagogy.
And so it’s up to us, isn’t it? It’s up to us in terms of what we what we value, to be first very clear about that. And only then start making decisions about the optimal forms of pedagogy.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
So what do the learning sciences tell us about teaching?
- The “learning sciences” is a hybrid, multi-perspectival and unfolding discipline. There is no single agreed “science of learning”
- Even if there were, it would not tell us how to teach, without a clear specification of what we are teaching for.
- “Good teaching” involves a constantly changing balance of framing, explaining and exploring. A classroom is a complex adaptive system.
- The development of valued traits such as perseverance, independence and collaboration require escalating levels of challenge, autonomy and exploratory talk. To judge this escalation right you have to know your students well, as a group and individually.
- Learning, thinking and ‘behaving intelligently’ cannot be properly understood apart from matters of personality, emotion, conviviality, the nature of the challenge and the social context.
- Science and maths are not valid prototypes for all school learning.
- Mind is organic and ecological, not computational. Learning naturally grows out from what is already known. Mind is a tree, not a computer.
- The fundamental driver of learning is the urge to derive accurate predictions from experience that will guide future action, not to stockpile explicit knowledge. That is ancillary.
- Cognition is enhanced by culturally derived and socially transmitted ‘upgrades’ – and sometimes reduced by downgrades.
- Predictive processing, social and affective neuroscience and embodied cognition support wider purposes of education, and point towards possible pedagogies that involve emotion, autonomy, inquiry and ‘interthinking’
- School as an epistemic apprenticeship – cultivating positive epistemic upgrades and avoiding downgrades – is a wantable and practicable goal, but it challenges many educational shibboleths and will of course have its opponents.
Dean’s Lecture Series – Prof Guy Claxton on the Science of Learning – YouTube
Reading List
Here are the books mentioned during the talk:
Further Reading
https://stimpunks.org/2023/11/22/on-the-problems-with-science-of-reading/
https://stimpunks.org/philosophy/were-raising-whole-children-not-frankenstein-children/
https://stimpunks.org/glossary/niche-construction/
https://stimpunks.org/glossary/toolbelt-theory/
https://stimpunks.org/glossary/embodiment/
https://stimpunks.org/space/cavendish/
https://stimpunks.org/glossary/intelligence/
#affectiveNeuroscience #cognitiveLiberty #collaboration #curiousity #epistemicApprenticeship #epistemicInjustice #iteration #nicheConstruction #scienceOfLearning #scientism #somaticLiberty #toolbeltTheory
#Science4Ukraine is asking for donations for their "Academic Travel Grants for Ukrainian Researchers". It is a programme that already helped a lot of researchers from #Ukraine to connect to other researchers at conferences that they else could not afford to take part in.
Please consider donating, if you have some bucks to spend for an inclusive #academia
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DEIB and Their Adversaries
What are diversity, equity, inclusion, and belonging? What are their narrative adversaries? We provide a glossary of terms below. Follow the links for deeply sourced reference materials.
DEIB
diversity = a range of differences; variety
equity = the process of redistributing access and opportunity to be fair and just; the state of being free of bias, discrimination, and identity-predictable outcomes and experiences
inclusion = the act of extending fellowship, membership, association, and connection—agnostic of rank, status, gender, race, appearance, intelligence, education, beliefs, values, politics, habits, traditions, language, customs, history, or any other defining characteristic
belonging = the extent to which we feel personally accepted, respected, included, and supported by others; the experience of being at home in ourselves as well as the social, environmental, organizational, and cultural contexts of our lives
Their Adversaries
meritocracy myth = a widely held but false assertion that individual merit is always rewarded; the myth of meritocracy is one of the longest lasting and most dangerous falsehoods in American life
lowering the bar = a racist, sexist, and ableist narrative with no basis in reality that represents diversifying hiring pipelines, attracting candidates from underrepresented groups, and supporting them in the workplace as “lowering the bar” by hiring less-qualified individuals
politics of resentment = manipulations of status anxiety; organization of interest groups based on perceived deprivation or the threat of deprivation
sameness-based fairness = notion of fairness where everyone gets the same thing rather than each getting what they need
fundamental attribution error = to underestimate the impact of situational factors and to overestimate the role of dispositional factors in controlling behaviour
conquering gaze from nowhere= the interpretation of objectivity as neutral and not allowing for participation or stances; an uninvolved, uninvested approach that claims objectivity to “represent while escaping representation”
scientism = the belief that science is the only route to useful knowledge
epistemic injustice = where our status as knowers, interpreters, and providers of information, is unduly diminished or stifled in a way that undermines the agent’s agency and dignity
behaviorism = a dehumanizing mechanism of learning that reduces human beings to simple inputs and outputs
ableism = a system of assigning value to people’s bodies and minds based on societally constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness
deficit ideology = a worldview that explains and justifies outcome inequalities by pointing to supposed deficiencies within disenfranchised individuals and communities
better get used to it = preparing people for oppression by oppressing them
Name the Systems of Power
#ableism #behaviorism #belonging #betterGetUsedToIt #conqueringGaze #deficitIdeology #deib #diversity #epistemicInjustice #equity #fairness #inclusion #meritocracy #power #resentment #scientism
>Über das Zuhören - Der programmierten Ungeduld trotzen<
#BernhardPoerkson #Universität #Tuebingen
Strukturelle Barriere:
Refeudalisierung v. #SocialMedia & der Zusammenhang zu #Trumpism & #Tribalism
#Zuhören als e.kleine Schule der #Demokratie
Neue Formen der diskursiven #Begegnung ueber temporär Sozialraeume in d. #Kommunikation
Siehe auch die Bedeutung von
#PolitischeKommunikation als Imunisierung gegen #Hass & #Desinformation
>„Das ungerechteste #Schulsystem, das ich kenne“: Warum Prof. #JohnHattie Bildungsreformen in Deutschland für dringend geboten hält - #News4teachers<
#Sozialjournalismus
#Menschenbild der #Deklassierung
#SoziooekonomischeUngleichheit als Resultat sozialer #Segregation in #Bildung
Antidemokratische Tendenzen als Folge der Reproduktion hoher Bildungsungerechtigkeit
#EpistemicInjustice
#MirandaFricker
#PolitischeKommunikation als Resultat von gegenseitiger Begegnung