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Philosophy, education, and the explosion of knowledge

  • Part One: A Richer View of Education
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Abstract

In science, and in the teaching of science, knowinghow is as important as knowingthat. The value of theoretical knowledge is limited, especially so in view of the rapid increase in available information. Methodological analysis of concrete problems should play a major role in teaching. Also, students should learn to contextualize problems in disciplines other than their major area of interest. Generalists are badly needed for this, in teaching and in research. However, current forms of interdisciplinary integration must be de-emphasized.

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Author notes

  1. Wim J. Van Der Steen

    Present address: Department of Natural Science, Open University, P.O. Box 2960, 6401 DL, Heerlen, The Netherlands

  2. Peter B. Sloep

    Present address: Faculty of Biology, Free University, De Boelelaan 1087, 1081 HV, Amsterdam, The Netherlands

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    1. Wim J. Van Der Steen
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    2. Peter B. Sloep
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    Van Der Steen, W.J., Sloep, P.B. Philosophy, education, and the explosion of knowledge. Interchange 24, 19–28 (1993). https://doi.org/10.1007/BF01447337

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