From Monoliths to Networks: Reconceptualizing Knowledge in Education

Abstract

The education process is undergoing a transformation in the modern 21st century. This transformation is not only due to the growth of technology but also due to the nature of the knowledge. The established paradigms of current education have undergone a major epistemological transformation, away from notions of knowledge as objective, universal and distinct from any particular context, authority or community, to knowledge that is more constructed, contextually contingent, collaborative and dynamic (Hannan & Peterson, 2021). This change questions the basis of curriculum design, pedagogy and the functions of teachers. The traditional "banking model" of education, which saw knowledge poured into the passive minds of learners, is no longer viable or relevant in the face of the challenges of our digital, global, and interconnected world (Biesta, 2020). In this chapter, the epistemological foundations of modern education are addressed. It claims the shift from positivism into constructivism, connectivism and critical views is a topic that needs to be addressed if learning environments are to be developed that are relevant, equitable and empowering. We examine how these transformations are reflected in current education models and what they mean for future education.