Teaching and Epistemology

  • Halvor Hoveid
  • Marit Honerød Hoveid
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 12)


This chapter develops a more consistent relation between the history of Western culture and the explanation and understanding of teaching today. We have used Gilbert Ryle’s presidential address to the Aristotelian Society, as a speech that connects two important historical events: Einstein’s work on the theory of relativity as a shift of paradigm in science, making the atomic bomb possible, and the expression of freedom after the end of World War II. The choice of Ryle’s presidential address as this connection has a functional reason. It is because he deliberates about two expressions of knowledge, knowing that and knowing how. We argue that the development of knowledge in this changed scientific paradigm of epistemology is crucial for the development of the acts of teaching viewed historically.

In this chapter, the acts of teaching are developed with reference to the teacher’s memory and perception. We depict a teacher’s memory and perception that is embedded in Western culture, a culture expressing rapid changes according to the new paradigm of science. The change in the scientific paradigm effects teaching and emphasises the knowing-that of the different subjects in school.


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Halvor Hoveid
    • 1
  • Marit Honerød Hoveid
    • 2
  1. 1.Department of Teacher EducationNorwegian University of Science and TechnologyTrondheimNorway
  2. 2.Department of Education and Lifelong LearningNorwegian University of Science and TechnologyTrondheimNorway

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