The problematic relationship between knowing how and knowing that in secondary art education

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The problematic relationship between knowing how and knowing that in secondary art education

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dc.contributor.author Cunliffe, Leslie en_GB
dc.contributor.department University of Exeter en_GB
dc.date.accessioned 2008-12-01T11:38:17Z en_GB
dc.date.accessioned 2011-01-25T11:51:46Z en_US
dc.date.accessioned 2013-03-20T16:41:39Z
dc.date.issued 2005-12 en_GB
dc.description.abstract This article explores and attempts to rectify current conceptual confusion found in secondary art education in the UK between procedural knowledge or 'knowing how' and declarative knowledge or 'knowing that'. The paper argues that current practice confuses procedural knowledge with declarative knowledge. A corollary is that assessment evidence for 'knowing how', which is shown or demonstrated, is confused with assessment evidence for 'knowing that', which requires spoken or written forms of reporting. The confusion is replicated in the national examination, the General Certificate of Secondary Education, taken by students at the age of 16. The article traces this confusion to three dualisms: the Cartesian dualisms of mind and body, an individual mind and the distributed mind of culture, and the more recent mind-in-brain hemisphere dualism. The article advocates a Wittgensteinian embodied, socio-cultural view of mind as a way of solving the current conceptual confusion that prevails in art education in the UK. en_GB
dc.identifier.citation 31(4), pp. 547 - 556 en_GB
dc.identifier.doi 10.1080/03054980500355443 en_GB
dc.identifier.uri http://hdl.handle.net/10036/41634 en_GB
dc.language.iso en en_GB
dc.publisher Taylor & Francis en_GB
dc.relation.url http://www.ingentaconnect.com/content/routledg/core/2005/00000031/00000004/art00005 en_GB
dc.relation.url http://www.informaworld.com/smpp/content~content=a727333403~db=all~order=page en_GB
dc.subject secondary art education en_GB
dc.subject procedural knowledge en_GB
dc.subject declarative knowledge en_GB
dc.subject assessment evidence en_GB
dc.title The problematic relationship between knowing how and knowing that in secondary art education en_GB
dc.type Article en_GB
dc.date.available 2008-12-01T11:38:17Z en_GB
dc.date.available 2011-01-25T11:51:46Z en_US
dc.date.available 2013-03-20T16:41:39Z
dc.identifier.issn 0305-4985 en_GB
dc.description This is a postprint of an article whose final and definitive form has been published in the Oxford Review of Education┬ę 2005 Copyright Taylor & Francis; Oxford Review of Education is available online at http://www.informaworld.com en_GB
dc.identifier.eissn 1465-3915 en_GB
dc.identifier.journal Oxford Review of Education en_GB
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