The Future of Knowledge

This text offers an important insight into the nature of thinking about knowledge and learning – in a world that is fast changing and that offers many problems for children and young people to solve across a range of disciplines developing a way of thinking about problems – an epistemic insight – is a core and important skill as is recognizing that this insight has subject dependent characteristics. – Paul Hopkins, Lecturer in Teacher Education and Educational Technology, University of Hull, UKHaving used an Epistemic Insight approach to teaching in schools and Higher Education, I am more than excited to see this book published. There is a carefully crafted narrative where theory and practice are interwoven highlighting how current thinking can be translated into meaningful teaching and learning. Case studies bring this book to life, the structure and tone protects the reader through complex ideas and challenges thinking, but most of all this feels like a book ‘for the good’. It gives us ways into discussions with learners around what I would call wicked problems and pertinent to their lives; supporting the teacher in ways to ensure that there is a subject focus as well as one which encourages dialogue and critical thought. – Leigh Hoath, Professor of Science Education and Deputy Dean, School of Education, Leeds Trinity University, UKI commend this book to readers. Epistemic insight plays a central role in developing knowledge and skills that are crucial for contemporary times. People tend to learn in isolation and memorise facts and information. Right now, richer approaches to learning are needed which can stimulate curiosity, creativity and critical thinking within and across disciplines. The guides and case studies in this book explore how to embed epistemic insight into teaching, learning and assessment. – Darryl Buchanan, Associate Chief Executive, The Association of Independent Schools of New South Wales, AustraliaBerry Billingsley has been a driving force behind a new movement in education to reconceptualise how schools and other sites of learning should address issues to do with knowledge. She has worked for many years to develop and test innovative teaching strategies that promote epistemic insight. With Keith Chappell and Sherralyn Simpson she has now brought together in this valuable volume an international team of authors to synthesise the fruits of this work and explore its implications for interdisciplinary learning through a range of issues including GenAI and sustainability. – Michael J. Reiss, Professor of Science Education, IOE, University College London, UKBig Question: Would the world be a better place if everyone had epistemic insight and agency? It will definitely enable students to much better handle the incredible complexity of today’s and future challenges. And in the era of AI it will help all of us to become and remain open minded, responsible and resilient local and global citizens. This book combines in-depth research with practical advice and resources. It will enable educators from primary schools to universities to think and work in a far more multidisciplinary and inspiring approach. Thank you! – Kerstin Wilmans, CEO, Global Goals Curriculum, BerlinIn an era where persistent exposure to information is the norm, be it legitimate or fake, solicited or not, this provides a perfectly timed resource, that highlights and evidences the value in developing the necessary skills to both interrogate and appreciate the nuances of context in relation to knowledge acquisition and assimilation. Epistemic agency aligns beautifully with the ethos of the International Baccalaureate, but explicit interdisciplinary awareness is invaluable for all future-minded learners to enable their informed decision making, as we are faced with local and global challenges. – Nicola Robinson, Vice Principal of The Worthgate School (part of CATS Global Schools)

Berry Billingsley is Professor of Science Education at Canterbury Christ Church University, UK.