The View of Knowledge
An Institutional Theory of Differences in Educational Quality
By Magnus Henrekson, Johan Wennström
This article appeared in the Spring 2023 issue of The Independent Review.
The classical view of knowledge holds that objective knowledge specific to various fields exists, is accessible through systematic study directed by competent teachers, and serves as a precondition for the development of important skills. The postmodern social constructivist view holds that knowledge is subjective and ultimately nontransferable from teacher to student. The emphasis is on self-directed learning of content students deem relevant and training in critical thinking. The Swedish case shows that the classical view gives rise to favorable outcomes, while its alternative leads to educational failure.
This full text of this article will be available on this page nine months after its initial print publication. To read it now, please buy this issue in print or eBook format from our store, or in the newly redesigned Independent Review app on iOS or Android, or on Magzter which offers digital access on smartphones, tablets, and web browsers.
Johan Wennström is research fellow at the Research Institute of Industrial Economics (IFN) in Stockholm.
|Other Independent Review articles by Magnus Henrekson|
|Fall 2009||Why Are There So Few Female Top Executives in Egalitarian Welfare States?|
|Other Independent Review articles by Johan Wennström|
|Summer 2021||Moral Consensus and Antiestablishment Politics|