Dall' Alba brings up a problem when the educational program focuses exclusively on epistemology that they miss out on the “being” of the profession (2009). Students educated this way may have the skills and knowledge, but may not know how to apply them in practice. On the other side, knowing ontology without epistemology can also be a downfall. Dall' Alba poses how an architect can graduate “without knowing how to locate a building on a designated site?” Ontology without epistemology, would suggest that although the architect knows how to locate a building, they do not know how to construct an architectural plan. So, it does appear that both types of knowledge are important and that there are downfalls if the student is only seeing one item. This paradox of rigor versus relevance that Schon speaks of is a tension that Palmer believes that we need to be comfortable with to manage and provide a good foundation for students (2000; Schon, 2000).
Dall’Alba, G. (2009). Learning Professional Ways of Being. Learning to be Professionals, 111-132.
Palmer, P., & Neuenschwander, D. (2000). The courage to teach: Exploring the inner landscape of a teacher’s life. American Journal of Physics, 68, 93.
Schon, D. (2000). The new scholarship requires a new epistemology. Learning from change: landmarks in teaching and learning in higher education from Change magazine, 1969-1999, 32.
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