Dalla conoscenza come "truth" alla consocenza come "collective agreement"

Further, the tacit epistemologies that underlie social media differ dramatically from the “classical” perspective— historical views of knowledge, expertise, and learning on which formal education is based (Dede, 2008). In the Classical perspective, “knowledge” consists of accurate interrelationships among facts, based on unbiased research that produces compelling evidence about systemic causes. For example, students learn that the shift in the color of the sky at various times of day is due to differential scattering of various wavelengths of light by gas molecules in Earth’s atmosphere. In the Classical view of knowledge, there is only one correct, unambiguous interpretation of factual interrelationships. In Classical education, the content and skills that experts feel every person should know are presented as factual “truth” compiled in curriculum standards and assessed with high-stakes tests. In contrast, the tacit epistemology of social media is that “knowledge” is a collective agreement about a description that may combine facts with other dimensions of human experience, such as opinions, values, and spiritual beliefs. Expertise involves understanding disputes in detail and proposing syntheses that are widely accepted by the community. Possible warrants for expertise are wide ranging and may draw on education, experience, rhetorical fluency, reputation, or perceived spiritual authority in articulating beliefs, values, and precepts. Teachers should help students understand the difference between these epistemologies and how knowledge is constructed via these contrasting approaches.

Fishman e Dede,  Gitomer, Drew; Bell , Courtney. Handbook of Research on Teaching (p.1282). American Educational Research Association. Edizione del Kindle.