“KNOWING THAT”, “KNOWING

HOW” AND “BELIEVING”

Knowing How

Knowing How
To do something

To solve problem

To…
 Knowing how to do
something required skills
that is to be acquired to
give a correct or
appropriate performance
“Knowing How” is the There is mutuality relations
being in a position to do
whatever is required
But the term “Knowing How” does not
necessarily have to produce appropriate
performance
“Knowing That” (“Knowing
That” means “Knowing in
General” either logically or
empirically (rationalist or
positivist)
For Example
I know Simple past tense (I know what
If I know Simple Past tense (knowing
what),
I also know how to use it, know how
to apply it.
But there are cases that we
know how to do something but
cannot say we know the “what”
like keep the balance when we
are cycling
 The concept “Knowing The concept
That” and “Knowing How” Is not parallel with the “Believing”
concept believing

When we belief
something, it is not
necessarily what we When we belief
belief it’s the truth. something (“what”)
we are not
necessarily belief of
(“how”)
Believing something does not need reason, logic
and verification
KNOWING VS BELIEVING
KNOWING
• Knowing is an activity of
knowing something and the
process how to do it
• Knowing is related with truth,
that has been proven empirically
BELIEVING
• Believing something is not
necessarily believing how to do
something
• Believing is a process that does
not need reason, logic.
• What we believe is not mean it’s
the truth
A Heritage Curriculum
The point of Education is to
bring children into what
exists as a public tradition of
shared knowledge
Cultural heritage is
everything (intellectual,
aesthetic, moral and material
achievements) that has been
achieved by mankind in their
long history
The public tradition here can
be seen as a cultural heritage
that every human being take
part in
The example of cultural
heritage includes
mathematics, science, music,
art, history, geography,
Philosophers said that only those who understand and able
to constitute his cultural heritage is a human being

Children are not born with these understanding. Children is

born human but they are human animal; rather than
human being

Education is the process of converting the human animal

into human being(children are bought into the system of
shared knowledge which constitute his cultural heritage)
Curriculum is justified to the extent to which it is capable of
bringing this conversion
Curriculum Utilitarian (usefulness) What is accepted as curriculum
Justification is the one that is useful for everyday life.

Hedonistic utilitarian (feeling happiness)

Rational Mind. Education is for human improvement. It

emphasizes the understanding aspect than utilitarian
aspect. Knowledge is important in its own right. The
value is not determined only by the usefulness.
In conclusion: The Important Aspect of Curriculum:

All that 3 justifications (utility, bring happiness, underwrites rationality) are important aspects of curriculum
that can not stand alone

Curriculum is a way of introducing him to an appreciation or understanding his cultural heritage.

The curriculum may thus be partly and to some extent justified in a number of ways: that what it provides is
directly useful, or tends on the whole to increase happiness, or underwrites rationality in the conduct of
affairs, or does something to make the learner a civilised human being, aware of and appreciative of what is
distinctive in human culture.