concept of knowledge: dialogical, subjective, fluid and porous frame.

INTRODUCTION

                        Knowledge is acquired by senses, particularly by observation and experimentation. Once, knowledge was considered to be a ‘priori’ phenomenon, or based on reason. But now, knowledge is considered as ‘posteriori’ phenomenon which is observed through observation and experimentation. The term knowledge also means ‘empirical evidence’, ‘data’ as well as ‘sense experience’.

DEFINITION OF KNOWLEDGE

                        According to Swami Vivekananda, “Knowledge is to find out unity in the midst of diversity- to establish unity among things which appear to be different to be other”

                        According to Plato, “Knowledge is true opinion combind with reason. That is, for which the claimant to knowledge can give adequategrounds or rational justification”

                        According to Webster, “Knowledge is that what is known, that which is preserved by knowing or that familiarity which is gained by actual experiences”

                        In brief, knowledge is defined as “Knowledge is ‘why’, ‘what’ and ‘how’ of a fact”.

CONCEPT OF KNOWLEDGE – DIALOGICAL

                   Dialogical learning is learning that takes place through dialogue. A dialogical theory of knowledge is based on the ego-alter interaction argues that knowledge is co-constructed joinly by the ego-alter. Dialogical theory brings communication into the centre of the theory of knowledge. According to this concept of knowledge, “Knowledge consruction is a dialogical or interactive endeavor”

                        Dialogical teaching harness the power of talk to stimulate and extend pupil’s thinking and advance their learning and understanding. Dialogue approaches to classroom practice are contrasted with monologue approaches which dominate classroom practice in many parts of the world. Dialogue teaching reflects a view that knowledge and understanding come from testing evidence, analyzing ideas and exploring values, rather than unquestioningly accepting somebody else certainties.

PRINCIPLES OF DIALOGICAL TEACHING

                      The principles of dialogic teachings are as follows. They are

v  Knowledge is not fixed.

v  The dialogue between different perspectives leads to new understanding and new knowledge.

v  The teachers and students fully engage in learning in an environment where these differences are respected and rigorously exploited.

v  Learning through dialogue leads not only to content knowledge but improved thinking skills.

SUBJECTIVE KNOWLEDGE

                        Subjective refers to the feelings and experiences that depend on individuals own particular view points and traits. The subjective view of knowledge and understanding might be contrasted with the objective realistic view. Subjective experience can be viewed as data in need of explanation. The closer the subjective is inspected, the former and less interpreted it appears, the more it becomes like data.the objective view gains much of uts force because it can be shared by different people, but subjective knowledge is defined as the knowledge that is possessed by the individual and that no others have access to.

FLUID AND POROUS FRAME

                   This figure shows the relatiomship between curriculum and it’s broad socio political context. From the shared perspectives of an LLC (Language, Literature,Culture) framework, curriculum is viewed as a result of the tension between various ideologies and the conscious actions undertaken by the cultural workers at the centre of the diagram namely by teachers , students and the communities of which they are part. The largest area represents the context of education and curriculum and includes culture particularly the language in which the literary practices through which education occurs. “A fluid mix of frame experience, values, contextual information and expert insights that provides a framework for evaluating and incorporating new experiences and information”. According to Michael Apple, “Curriculum is never neutral”. On the contrary, the curriculum selected by the schools, and implemented by teachers can powerfully impact the lives of students including their life chances.

                    

                                    Multicultural education, viewed comprehensively and critically is a persistant remainder to educators and researchers that we cannot leave the marginalized, the most vulnerable and the most improvished of students languishing while theories toss around heady semantics that take no action towards social change. Likewise, postmodernism with its focus on questioning boundaries and disarming grand narrative remainder multicultural educators that identities and cultural instincts are fluid and porous and that relationships to knowledge and truth are unstable.

CONCLUSION

                   All knowledge is a claim to be true, but the claim can be incorrect. It can be implicit or explicit, it can be more or less formal or systematic. All the scientific knowledge is provisional, not a claim of absolute truth.

BIBLIOGRAPHY

Suma, S. (2016). Understanding disciplines and subjects. Trichy : Akshaya publishers.

Retrieved from

          https://www.igi-global.com

Ganesan, P. (2016). Course material for B.Ed. Chennai : TNTEU.