Knowing, Learning and Teaching - How Homo Became Docens

Högberg, A; Gärdenfors, P; Larsson, L

Knowing, Learning and Teaching - How Homo Became Docens

Högberg, A Gärdenfors, P Larsson, L

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Publication Type:: Journal Article
Citation:: Cambridge Archaeological Journal, 2015, 25 (4), pp. 847 - 858
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Högberg, A	en_US
dc.contributor.author	Gärdenfors, P	en_US
dc.contributor.author	Larsson, L	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Cambridge Archaeological Journal, 2015, 25 (4), pp. 847 - 858	en_US
dc.identifier.issn	0959-7743	en_US
dc.identifier.uri	http://hdl.handle.net/10453/121892
dc.description.abstract	Copyright © The McDonald Institute for Archaeological Research. This article discusses the relation between knowing, learning and teaching in relation to early Palaeolithic technologies. We begin by distinguishing between three kinds of knowledge: knowing how, knowing what and knowing that. We discuss the relation between these types of knowledge and different forms of learning and long-term memory systems. On the basis of this analysis, we present three types of teaching: (1) helping and correcting; (2) showing; and (3) explaining. We then use this theoretical framework to suggest what kinds of teaching are required for the pre-Oldowan, the Oldowan, the early Acheulean and the late Acheulean stone-knapping technologies. As a general introductory overview to this special section, the text concludes with a brief presentation of the papers included.	en_US
dc.relation.ispartof	Cambridge Archaeological Journal	en_US
dc.relation.isbasedon	10.1017/S0959774315000402	en_US
dc.subject.classification	Archaeology	en_US
dc.title	Knowing, Learning and Teaching - How Homo Became Docens	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	25	en_US
utslib.for	2101 Archaeology	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Software
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	25	en_US

Abstract:

Copyright © The McDonald Institute for Archaeological Research. This article discusses the relation between knowing, learning and teaching in relation to early Palaeolithic technologies. We begin by distinguishing between three kinds of knowledge: knowing how, knowing what and knowing that. We discuss the relation between these types of knowledge and different forms of learning and long-term memory systems. On the basis of this analysis, we present three types of teaching: (1) helping and correcting; (2) showing; and (3) explaining. We then use this theoretical framework to suggest what kinds of teaching are required for the pre-Oldowan, the Oldowan, the early Acheulean and the late Acheulean stone-knapping technologies. As a general introductory overview to this special section, the text concludes with a brief presentation of the papers included.

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http://hdl.handle.net/10453/121892