Dominant Frames for Knowledge


Intersections of “theories of knowledge/knowing” and discourses on learning

Principal Metaphors

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Perhaps the least contentious assertion that might be made about “learning” is that the phenomenon has something to do with changes to “knowledge” or “knowing” – and, so, how knowledge and knowing are interpreted have profound implications for all aspects of education. The purpose of this cluster, then, is to foreground and contrast key metaphors of knowledge and knowing, along with their major consequences for learning and teaching.


See IdealismObjectivity, Subjectivity, Intersubjectivity, and Interobjectivity.

Please cite this article as:
Davis, B., & Francis, K. (2024). “Dominant Frames for Knowledge” in Discourses on Learning in Education.

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