23 0 obj 3 0 obj endstream endstream 25 0 obj 4 0 obj <>>> 35 0 obj 39 0 obj endobj 6 0 obj endstream <>stream �*� ,R Changing perspectives. 19 0 obj x�S�*� endobj endobj �*� ,R endobj <>>> x�S�*� 47 0 obj 8 0 obj 31 0 obj <>stream endobj endobj endstream <>>> 14 0 obj endobj x�S�*� endstream <>>> endobj endobj 27 0 obj <>stream endobj endstream endstream endstream endobj x�+� �*� ,R imparted to discipline in the sense being developed here. 21 0 obj %PDF-1.4 endobj x�S�*� In contrast, studies of interdisciplinarity raise to self-consciousness questions about how interdisciplinarity works, the nature and history of disciplinarity, and the future of knowledge in post-industrial society. <>>> � �R 32 0 obj 13 0 obj 44 0 obj <>stream <>stream <>>> endobj 40 0 obj <>stream I argue that one of the explanations for success is a thorough understanding of the nature of disciplinary boundaries. <>>> DISCIPLINE AS A RULE OF PRACTICAL CONDUCT AND AS AN ORGANIZED BODY OF KNOWLEDGE DOES RELATE TO THE CONTENT OF INSTRUCTION AND DOES NOT ENTAIL AN ERRONEOUS INTERPRETIVE CONTEXT OF HUMAN BEHAVIOR. <>>> /�aD��# �����b�B�`z���DT%>�^��4_`��4���2,5�&;? endobj <>/ExtGState<>/ProcSet [/PDF /Text /ImageB /ImageC /ImageI]/Font<>>>/CropBox[42 55 489 720]/ArtBox[20.35 21.1675 513.634 723.65]/MediaBox[0.0 0.0 535.2 744.0]/Rotate 0>> endobj x�S�*� endstream endstream x�+� �*� ,R x�+� <>>> <>stream 36 0 obj INSTRUCTION INVOLVES BRINGING ABOUT BEHAVIORAL CHANGE THROUGH REGULATED BEHAVIOR, THEREFORE DISCIPLINE ALSO MEANS REGULATION. This paper will enable student-teachers to reflect on the nature and role of disciplinary knowledge in the school curriculum, the paradigm shifts in the nature of disciplines, with some discussion on the history of the teaching of subject areas in schools (Montuschi, 2003; Porter, Porter, & … 34 0 obj <>>> THUS PRACTICAL RULES OF CONDUCT AND ORGANIZED BODIES OF KNOWLEDGE BECOME VIABLE MEANINGS WITH RESPECT TO A DISCIPLINE-CENTERED CURRICULAR APPROACH. endstream � �R <>stream <>>> endstream (ES). Reasons for success and fail- ure are manifold. � �R �*� ,R �*� ,R 29 0 obj These boundaries are the rivers endobj <>stream <>stream � �R � �R Knowing your subject: The role of disciplinary knowledge in effective teaching. The author has discussed the background to her research into knowledge creation. In other words, this lay definition is also not the preoccupation of disciplinarity in regard to research, science, and the pursuit of knowledge. endobj � �R endobj endobj endobj ]���R{�=�?n�>stream x�+� x�+� endstream endobj A DISCIPLINE-CENTERED CURRICULAR APPROACH SHOULD BE CENTERED IN STRUCTURE, WHICH IS NOT INCOMPATIBLE WITH SUBJECTS, PROBLEMS, OR INTERESTS AS BASES FOR ORGANIZATION OF THE CONTENT FOR LEARNING. 30 0 obj <>>> endstream endstream 45 0 obj 10 0 obj x�+� endobj 18 0 obj x�S�*� �|Y�I����c?dp����"��ʊ��3��wq�/^C��HF;;�㪎�a��B����k� 6�S�h��.B����Mx�c�SM����M~�rj-_��4���0�8��Z�N���HQ�
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.�/��*���3z��o����C�4m��Nq1�)b��=���ŷ�D�]Ee. � �R x�+� endobj endobj endobj endobj endobj 16 0 obj �*� ,R When I began teaching, back in 2003, I was frequently told that I was a teacher first and subject specialist second. endobj <>stream endstream <>stream endobj <>>> endobj endobj endstream 5 0 obj �*� ,R endobj endobj endobj %���� endobj <>stream endobj <>stream endobj �*� ,R 1 0 obj 20 0 obj endobj � �R endstream nature of disciplinary knowledge Sherran Clarence* and Sioux McKenna Rhodes University, South Africa Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, <>stream endobj Developing academic literacies through understanding the nature of disciplinary knowledge. THE NATURE OF A DISCIPLINE-CENTERED CURRICULAR APPROACH. x��̻
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����(���?O)�[�ah�۞q����# 7 0 obj endstream �*� ,R x�+� <>>> x�+� endobj 24 0 obj 37 0 obj <>stream <>>> <>>> x�+� 43 0 obj <>stream endstream 46 0 obj x�S�*� in its most general sense discipline means instruction, which is a relational term requiring two things for its exemplification-- teaching and learning. 17 0 obj 11 0 obj IN ITS MOST GENERAL SENSE DISCIPLINE MEANS INSTRUCTION, WHICH IS A RELATIONAL TERM REQUIRING TWO THINGS FOR ITS EXEMPLIFICATION-- TEACHING AND LEARNING. 38 0 obj Interdisciplinary research can succeed or not. � �R x�S�*� �*� ,R <>stream <>stream <>>> endstream We have discussed the arrival of the knowledge worker in the late twentieth and early twenty-first centuries, the interdisciplinary nature of knowledge management, and the arrival of PKM inclusive of the web environment. 15 0 obj <>stream 26 0 obj <>stream x�u��1sU�*��ϖ��6 �}�Y$��v�;+K8�I��z!�/m���A#�N�_Q�a}�_�ĘE��Ʌ�,p�%vN.���̧'����:E���$� ���]�O�|�muO�&�,�����\��8����z��N� instruction involves bringing about behavioral change through regulated behavior, therefore discipline also means regulation. �*� ,R 22 0 obj endstream 28 0 obj It follows that we can expect disciplinary to be “of or pertaining to the character of discipline.” Mark Enser May 2018 Open Access Teachers as learners. As a geography teacher I know that I need to be prepared to engage with how disciplinary practices work and ensure I teach with attentiveness to the nature of geographical knowledge, so that my students can fully appreciate that geographical knowledge is not something given, but is a product of scholarly research and critique. <>stream