An appeal for nuance: Five challenges to the argument that ‘all educationally relevant knowledge acquired during instruction is, and only is, domain-specific’

Here I will present five philosophical challenges to the argument presented by Tricot and Sweller in their paper Domain-Specific Knowledge and why Teaching Generic Skills does not work.[i] (NB: Whilst I have many concerns about their use and discussion of Geary’s biologically primary and secondary knowledge, I will not be discussing that here. Suffice to say… Continue reading An appeal for nuance: Five challenges to the argument that ‘all educationally relevant knowledge acquired during instruction is, and only is, domain-specific’

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