Sonia Sawhney – författare

This book presents key epistemological ideas to enable teachers to understand different perspectives on knowledge, knowing and learning. It engages them to critically analyse various dimensions of knowledge and learning alongside their social and political implications.Drawing on theoretical perspectives in psychology, philosophy, sociology and anthropology, this book offers an opportunity for teachers to understand the multiple dimensions of learning. This encompasses values, beliefs and the cultivation of habits in various domains of learning such as the arts, languages, sciences, mathematics and sports. While engaging with questions of the know-that and know-how of knowledge, the book focuses on its different forms and their characterisation as school subjects. It critically examines the role of culture and politics in the formulation of the curriculum. With illustrative examples, it discusses the ideas shaping curriculum development and reforms such as child-centred education, inclusive education and integrated curriculum.This book will be of interest to students and teachers of education, BA, BEd and MEd courses, and epistemology. It will also be of interest to teachers of secondary and higher secondary schools, teacher educators, curriculum designers, developers of textbooks and other curriculum resources, non-governmental organisations (NGOs) and public and private sector bodies working in the area of education.

This book presents key epistemological ideas to enable teachers to understand different perspectives on knowledge, knowing and learning. It engages them to critically analyse various dimensions of knowledge and learning alongside their social and political implications.Drawing on theoretical perspectives in psychology, philosophy, sociology and anthropology, this book offers an opportunity for teachers to understand the multiple dimensions of learning. This encompasses values, beliefs and the cultivation of habits in various domains of learning such as the arts, languages, sciences, mathematics and sports. While engaging with questions of the know-that and know-how of knowledge, the book focuses on its different forms and their characterisation as school subjects. It critically examines the role of culture and politics in the formulation of the curriculum. With illustrative examples, it discusses the ideas shaping curriculum development and reforms such as child-centred education, inclusive education and integrated curriculum.This book will be of interest to students and teachers of education, BA, BEd and MEd courses, and epistemology. It will also be of interest to teachers of secondary and higher secondary schools, teacher educators, curriculum designers, developers of textbooks and other curriculum resources, non-governmental organisations (NGOs) and public and private sector bodies working in the area of education.

This book presents key epistemological ideas to enable teachers to understand different perspectives on knowledge, knowing and learning. It engages them to critically analyse various dimensions of knowledge and learning alongside their social and political implications.Drawing on theoretical perspectives in psychology, philosophy, sociology and anthropology, this book offers an opportunity for teachers to understand the multiple dimensions of learning. This encompasses values, beliefs and the cultivation of habits in various domains of learning such as the arts, languages, sciences, mathematics and sports. While engaging with questions of the know-that and know-how of knowledge, the book focuses on its different forms and their characterisation as school subjects. It critically examines the role of culture and politics in the formulation of the curriculum. With illustrative examples, it discusses the ideas shaping curriculum development and reforms such as child-centred education, inclusive education and integrated curriculum.This book will be of interest to students and teachers of education, BA, BEd and MEd courses, and epistemology. It will also be of interest to teachers of secondary and higher secondary schools, teacher educators, curriculum designers, developers of textbooks and other curriculum resources, non-governmental organisations (NGOs) and public and private sector bodies working in the area of education.