ER
The transposition of a Philosophy subject matter. C.S. Peirce as ‘knowledge to be taught’
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Abstract
The school mediation acts as ‘integration’ (Chocran, 1997) of a subject matter: it transforms cultural objects and produces new knowledge. Referring to the theoretical model of PCK (Pedagogical Content Knowledge - Shulman, 1986, 1987), of ‘Didactic transposition’ (Chevallard, 1991; Develay, 1992, 2015; Waquet, 2015) and to a previous study addressing the process of integration of a Philosophy subject matter (G.B. Vico, Agrati, 2019), this study was conducted on the I phase of transposition that is made by the editors and authors of textbook through the contents selected (Kang & Kilpatric, 1992; Clement, 2007; Vaz, 2017).
The paper presents further results of a second exploratory study aimed at detect the main topics of C.S. Peirce, found in textbooks and how these have been made explicit by the texts/graphic organizers. The textbook analysis (O’Keeffe, 2013; Chiappetta et al., 1993) was carried out through a comparison of textual-graphic devices used by two philosophy textbooks: it was conducted on the index of the entire textbook and on the sections related to the American philosopher and it used ‘ad hoc’ analysis criteria - content (selection of topics and prevailing links), structure (sequence and articulation of topics within the whole work) and language (meaning of terms and technical vocabulary) (Valverde at al., 2002; Rivers, 1990).
The findings are about the contents’ modification - more extended or more reduced compared to the main topics (v. belief, abduction, semiotics) - and the topics’ explication (v. neologisms and metaphors); they confirm and make explicit the work of transformation made by the textbooks' authors which elaborate a 'knowledge to teach' (Develay, 2015) different than the 'scholarly knowledge' and that could condition the teaching process and the student's learnings.
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Maddalena, G. (2015). Peirce. Brescia: La Scuola.
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Matic L., Gracin D.J. (2016). The use of the textbookas an artefact in the classroom. Journal für Mathematik - Didaktik, 37(2), 349-374.
Mikk J., (2000). Textbook: Research and Writing. Oxford: Lang.
Morgan, C., (1995), An Analysis of the Discourse of Written Reports of Investigative Work in GCSE Mathematics, Unpublished, University of London.
Morgan, D.E. and Perry, C. (1958). The teaching of philosophy in American High Schools. Proceedings and Addresses of the American Philosophical Association, 32 (1958-1959), 91-137.
Mulryan, C. (1984). Effective communication of mathematics at primary level: Focus on the textbooks. Irish Educational Studies, 4 (2).
O’Keefe L. (2013). A Framework for Textbook Analysis. International Review of Contemporary Learning Research. Vol. 1, pp. 1-13.
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Reale G., Antiseri D. (1997). Il pensiero occidentale dalle origini ad oggi. XVIII edizione. Brescia: La Scuola.
Rivers, J., (1990), Contextual Analysis of Problems in Algebra 1 Textbooks, University of South Carolina, Presented at the annual meeting of the American Educational Research Association, April, Boston, Massachusetts.
Robinson, J. (1981). Research in Science Education: New Questions, New Directions. National Centre of Education, Educational Resources Information Centre.
Rossi P.G., Pizzimenti L. (2012). La trasposizione didattica. In P.C. Rivoltella, P.G. Rossi (2012). L’agire didattico. Manuale per l’insegnante (pp. 167-184).
Brescia: La Schubauer-Leoni M.L. Leutenegger F. (2002), Expliquer et comprendredansuneap- procheclinique/expérimentale du didactiqueordinaire. In F. Leutenegger, M. Saada-Robert (eds.), Expliquer et comprendre en sciences de l’éducation (pp. 227-251). Bruxelles: De Boeck. Scuola.
Schwab J.J. (1978). Science, Curriculum and Liberal Education: Selected Essay. Chicago: University of Chicago Press.
Shulman L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
How to cite this paper
The transposition of a Philosophy subject matter. C.S. Peirce as ‘knowledge to be taught’
How to cite this paper: Agrati, L. S. (2019). The transposition of a Philosophy subject matter. C.S. Peirce as ‘knowledge to be taught’. The Educational Review, USA, 3(12), 220-234.
DOI: http://dx.doi.org/10.26855/er.2019.12.004
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