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The Learning Conference 2003

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Presentation Details

 

Junctures of Ignorance: A Curriculum Exploration

Ronna Scott Mosher.


This paper inquires into the meanings of ignorance in the practices of education. It gives ignorance a hearing beyond its familiar binary distinctions and pejorative connotations and explores the place of ignorance in the pedagogical venture. As an intepretive reading of teachers' experiences and classroom events it makes a case for ignorance as a constitutive tension in pedagogy, as a necessary "aporia".

This paper suggests that ignorance may be vital as well as lethal, that ignorance may have an integrity, a sense of coherence in its incoherence. It suggest that ignorance may be more, or less, than a lack of awareness, a sign of error, the negative limit of knowledge. Ignorance may give rise to futurity even as it appears backward.

Presenters

Ronna Scott Mosher  (Canada)
PHD Candidate
Graduate Division of Educational Research
The University of Calgary


Keywords
  • Ignorance
  • Hermeneutics
  • Experience



(Virtual Presentation, English)