Document Type
Article
Publication Date
Winter 2017
Abstract
This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.
Recommended Citation
Barnard, Ian, and Jan Osborn. “Epistemology Shock: English Professors Confront Science.” The CEA Forum, vol. 46, no. 1, Nov. 2017, pp. 71–92.
Peer Reviewed
1
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Epistemology Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons, Liberal Studies Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons, Secondary Education Commons, Social and Philosophical Foundations of Education Commons
Comments
This article was originally published in The CEA Forum, volume 46, issue 1, in 2017.