Subject: Exported From Confluence
Content-Type: text/html; charset=UTF-8
Welcome to the web course on Academi=
c Knowledge and Inquiry!
Roll over the highlighted terms below to read a=
definition or explanation.
If you take your journey through this course seriously and work through all th=
e exercises and the expositions, you will develop a broad cross-disciplinar=
y understanding of the nature of academic knowledge and inquiry. Within thi=
s framework, you will develop the ability to:
=C2=A0=C2=A0=C2=A0=C2=A0- justify a position/claim you subscribe to;
=C2=A0=C2=A0=C2=A0=C2=A0- critically evaluate a position that you come across,=
along with any justification that accompanies it;
=C2=A0=C2=A0=C2=A0=C2=A0- pursue a methodology appropriate for a given quest=
=C2=A0=C2=A0=C2=A0=C2=A0- participate meaningfully in an academic or p=
ublic debate on a controversial issue.
You will use the Table of Contents on the right to navigate throughout the =
course. Click on Unit 1 to see an overview of the first unit, or go straigh=
t to Section 1.2 to get started on the exercises.
There are several resources located at the top right corner of the site - <=
a>, the Road=
Map, and the Glossary. Utilizing these tools as you work through the =
lessons will help you get the most out of this course.
The material on this website would be useful for students, teachers and a=
nyone who values an educated mind.
[A note for teachers and graduate students]
=E2=80=A2 Learning is an activity; , not just by reading and listening.
=E2=80=A2 Learning involves , <=
span class=3D"popuptext">inventing, and , as well as , not just =
receiving information from outside.
=E2=80=A2 The strategies of learning that you develop in one course can and=
In keeping with these assumptions, "working through" this course =
involves not simply clicking through the course or passively reading/listen=
ing, but experiencing the processes of discovery, invention, and evaluation=
that lead to a modification and restructuring of your mind through active =
engagement with the tasks.
defend/substantiate/support/prove/provide evidence f=
or the claim
employ your critical thinking ability to make an ass=
of the merit of the claim/justification
strategies to arrive at an answer, including the use=
of experimentation, instrumentation, statistics, surveys, interviews, case=
studies, textual analysis, conceptual clarification, thought experiments, =
explanation construction, and so on.
conflict between the justification for a position a=
nd the justification for the opposite position
A collection of readings and exercises to supplemen=
t the main activities. They provide more practice and further insight into =
specific areas of interest.
A visual representation of the concepts covered in =
this course and their relationships to each other.
A tool which provides definitions and examples of ma=
ny of the terms used throughout the course. The glossary can be searched al=
phabetically, but can also be called up term-by-term from the Road Map.
Underlying this course are certain premises on the r=
ole of primary, secondary and tertiary education:
A) Helping learners acquire the t=
o learn independently of teachers and textbooks and to engage in
=C2=A0=C2=A0=C2=A0=C2=A0 diverse modes of inquiry is more important than pr=
oviding knowledge and information in the classrooms.
=C2=A0=C2=A0=C2=A0=C2=A0 (Given the right pedagogy, learners acquire a grea=
t deal of knowledge and information as a by-product of
=C2=A0=C2=A0=C2=A0=C2=A0 the activities designed to develop the capacity fo=
r independent learning and independent inquiry.)
B) Understanding the and general principles of knowledge and information i=
s more important
=C2=A0=C2=A0=C2=A0=C2=A0=C2=A0than the details and specifics of the co=
ntent of knowledge and information, although that abstract=20
=C2=A0=C2=A0=C2=A0=C2=A0 and body of general principles need to be rooted i=
n examples with concrete details and specifics.
C) Understanding the and general principles of inquiry across, as well as =
=C2=A0=C2=A0=C2=A0=C2=A0 boundaries is as important as discipline and to=
pic specific details of research.