ABSTRACT
Through our inquiry into the epistemology of education, we now explore contemporary education knowledge forms investigating the nature of teaching in terms of its epistemic expression/s as either the pursuit and fostering of knowledge, knowing as an aesthetic disposition of being, or simply the transmission of information. To assist with this and to question the role of classroom teachers in the contemporary school-system as raised in the previous chapter, we highlight the importance of John Dewey in the field of education and his idea of the educative experience. Chapter 5 re-engages with the complexities of education, learning and aspects of “becoming”, highlighting the contestable nature of knowledge against a background of the increasing technization of teaching. We make the argument that a failure on the part of the schooling system and education policy in particular to manage impeding external influences such as the need for constant “audits” of performance detracts from the potential of a genuine educative experience and erodes the educative effectiveness of classroom teachers.
