All knowledge, a deliberate construction of human beings striving to know about nature and experience, has structure. We know this about knowledge because we can analyze constructed claims of knowledge. We can see what elements have to be brought together to make a structure. These elements (e.g., theory, facts, assertions, and assumptions) may vary in their roles and intensities in any particular set of knowledge claims. But some version of the key elements will always be present. One only has to provide an analysis of any purported set of such claims to see this structure. Thus what we know about the structure of knowledge can easily be seen as a sort of knowledge about knowledge. This kind of knowledge is more durable than any particular set of knowledge claims, some of which are consumed or made out of date, by the progressive ordering of new knowledge.

PHILOSOPHY OF EDUCATION

Philosophy of Education is an academic field that supplies publishable articles to educational theory. These philosophers write theories of education, and write philosophy that only a few educators read and understand as having immediate use and value in the practice of educating. Educating with V diagrams puts the word “philosophy” high up on the conceptual side of the V diagram. Teachers and students construct V diagrams from direct concern for sharing meaning, negotiating meaning, changing the meaning of human experience.