We added a document with chapter abstracts and keywords on Epistemic fluency and professional education book page [PDF]. Perhaps this is the easiest way to find out what this book is about. Below are 100 most frequent words in this book.
This weekend, The Conversation published quite interesting article entitled: “Why more scientists are needed in the public square”. It is written by the University of California’s President Janet Napolitano as a call for “all scientists” to step out from their labs into public arena and convey, in a jargon free language, social importance of their work. The article is squarely located in the US presidential election season, but there are a number of thought-provoking ideas from the epistemic fluency perspective (a brief comment that we posted in the morning is copied below). Overall, this article clearly shows that challenges related to the (lack of) epistemic fluency are both deep and widespread across science, society and politics. Continue reading
When our students and colleagues hear the term “epistemic fluency” for the first time they usually ask us two common questions: “Is it about interdisciplinarity?”; “Is it about expertise?” Perhaps the most straightforward answer is: “Yes” and “Yes”. Epistemic fluency is about interdisciplinarity and about expertise. To put it short – epistemic fluency is a capacity that underpins interdisciplinary expertise. However, this answer warrants some explanation of what we mean by “interdisciplinarity” and what we mean by “expertise”.
Today’s Conversation published quite interesting article about higher education and skills for 21st-century jobs: A 21st-century higher education: training for jobs of the future, by Belinda Probert and Shirley Alexander
We posted our comment on it. Here is a copy of it
Thank you for this interesting article. I completely agree that the “challenges for tertiary education are significant” in this area, and particularly that “universities will need to give teaching and curriculum design a greater priority.” One of additional key challenges is that current pedagogies for “21st century jobs” often draw on a very limited understanding about knowledge, skills and other capabilities needed for innovation and flexible, skilful, future-oriented knowledge work. Teaching to innovate should be informed by much deeper understanding of how people learn to innovate.