Education, Skills and Epistemic Injustice
Alessia Marabini and Luca Moretti (University of Aberdeen)

05.30-07.00PM (BST)

All are welcome. The paper is attached here.
For further inquiries or the Zoom link: alison.brady.14@ucl.ac.uk
 

According to the knowledge-based approach, education is defined by the knowledge that learners should acquire. This approach distinguishes between the metaphysical level of knowledge – which describes the knowledge of an ideal thinker who perfectly masters the disciplinary framework – and the epistemological level of knowledge – which describes the knowledge of real individuals who gradually learn the framework in time. We contend that keeping these levels of knowledge separate helps prevent a form of epistemic injustice in education that depends on their confusion, and that the knowledge-based approach outperforms the skill-based approach because only the former but not the latter does this.
 

Alessia Marabini (PhD, Bologna) is a high-school teacher in Italy and a member of CEKAS (University of Aberdeen). Her research areas are epistemology and philosophy of education. In epistemology of education, she has articles in the Journal of Philosophy of Education and the Italian monograph, Epistemology of Education: Critical Thinking, Ethics and Epistemic Injustice (Aracne, 2020).
Luca Moretti (PhD, KCL) is Reader of Philosophy at the University of Aberdeen. His research areas include epistemology, philosophy of education, and philosophical logic. He has two monographs: Seemings and Epistemic Justification (Springer, 2020) and Appearance and Explanation (OUP, forthcoming) co-authored by Kevin McCain.
 
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