The Hidden Origins of Knowledge: Questioning Our Beliefs and Knowledge so as to Provide a More “Genuine” Education

Disponible en français dans EDUQ.info sous le titre "L’origine cachée du savoir : s’interroger sur ses croyances et sur ses connaissances pour offrir un enseignement plus cohérent"What view of the world is reflected by college curricula, which are currently developed in accordance with the competency approach? How do faculty members’ values affect the didactic and pedagogical choices they make? Does their grasp of their relationship with knowledge not guarantee a consistent approach to instruction? According to some, awareness can prevent the unconscious transmission of a vision of knowledge that, if not made explicit, will inevitably have considerable repercussions on student learning. Reflecting on their relationships with knowledge can help all educators provide ethical, authentic, and inspiring instruction. In this article, the author proposes various questions of potential assistance to college teachers wishing to reflect on their relationships with subject-based, didactical, and pedagogical knowledge as regards their individual fields of expertise. Her goal is to give readers an opportunity to view teaching as being open to a flexible approach to constructing reality in a world in constant flux, not as an action aimed at transmitting a given truth