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Knowing, Learning and Teaching: How Homo Became Docens
Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stellenbosch University, South Africa. (Arkeologi)ORCID iD: 0000-0002-8747-4131
Lund University ; Stellenbosch University, South Africa.
Lund University ; Stellenbosch University, South Africa.
2015 (English)In: Cambridge Archaeological Journal, ISSN 0959-7743, E-ISSN 1474-0540, Vol. 25, no 4, p. 847-858Article in journal (Refereed) Published
Abstract [en]

This article discusses the relation between knowing, learning and teaching in relation to early Palaeolithic technologies. We begin by distinguishing between three kinds of knowl- edge: knowing how, knowing what and knowing that. We discuss the relation between these types of knowledge and different forms of learning and long-term memory systems. On the basis of this analysis, we present three types of teaching: (1) helping and correcting; (2) showing; and (3) explaining. We then use this theoretical framework to suggest what kinds of teaching are required for the pre-Oldowan, the Oldowan, the early Acheulean and the late Acheulean stone-knapping technologies. As a general introductory overview to this special section, the text concludes with a brief presentation of the papers included. 

Place, publisher, year, edition, pages
Cambridge University Press, 2015. Vol. 25, no 4, p. 847-858
National Category
Educational Sciences History and Archaeology
Research subject
Humanities, Archaeology; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-46422DOI: 10.1017/S0959774315000402ISI: 000362973700007Scopus ID: 2-s2.0-84944441651OAI: oai:DiVA.org:lnu-46422DiVA, id: diva2:855762
Funder
Swedish Research Council, Dnr 721– 2014–2100Available from: 2015-09-22 Created: 2015-09-22 Last updated: 2017-12-04Bibliographically approved

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Högberg, Anders

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