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In this study, we investigate the interactional positions negotiated among students and the teacher during joint mathematical exploration in the classroom. Using qualitative coding of two video episodes in a secondary mathematics classroom, we found participants take up positions of uncertain knower and explorer in addition to positions of knower and actor identified in previous research. These additional positions help illuminate collaborative knowledge building and negotiation of shared epistemic agency and authority in learning.

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N2 - In this study, we investigate the interactional positions negotiated among students and the teacher during joint mathematical exploration in the classroom. Using qualitative coding of two video episodes in a secondary mathematics classroom, we found participants take up positions of uncertain knower and explorer in addition to positions of knower and actor identified in previous research. These additional positions help illuminate collaborative knowledge building and negotiation of shared epistemic agency and authority in learning.

AB - In this study, we investigate the interactional positions negotiated among students and the teacher during joint mathematical exploration in the classroom. Using qualitative coding of two video episodes in a secondary mathematics classroom, we found participants take up positions of uncertain knower and explorer in addition to positions of knower and actor identified in previous research. These additional positions help illuminate collaborative knowledge building and negotiation of shared epistemic agency and authority in learning.

The knower of subtleties:

Just as Allah is subtle in His kindness and giving, He is aware of all nuances or things trying to remain inconspicuous. Nothing is neglected. Everything has its place and will be accounted for.

This is perhaps why Garner calls the subtitle of the second major section of his work Confusion\u2019s Masterpiece. Can we see the dizzying complexity of our moment as something inherently masterful and beautiful? As opposed to the desire to become all-knowing masters as an unconscious response? For Garner, we must become absolute knowers (which is basically equal to knowing one\u2019s limit or constraint vis-a-vis the given) and Nietzschean children (which is basically equal to an open indeterminacy capable of release and re-release into what is given), to confront this confusing masterpiece. Garner often refers to this move as the \u201CAbsolute Choice\u201D13 that involves the \u201Cwork and blood of our lives,\u201D through which, we may belong again.

\u201C\u201CIn the spirit of eunoia\u201D the second subtitle, is meant to honor an organization O.G. Rose was part of between 2008 and 2014 in Charlottesville Virginia, though \u201CThe Net\u201D has no official affiliation with that organization now. \u201CEunoia\u201D can be loosely translated as \u201Cbeautiful thinking,\u201D a phrase we have always loved, for it recalls the three infinites\u2014the good, the true, and the beautiful. We included the second subtitle to honor that creative community which was so formative and meaningful to us.\u201D (see: link)

No simple answer will suffice here, and the many partial answers we have must all make assumptions about who the knower is, and what it is to know. There are many bold claims in the scientific literature, and even more in the popular press, but they do not add up to a single coherent account of who we are, how we know anything, or how the fundamental questions of knowing should be understood and addressed.

Jantzen takes aim at the way traditional religious philosophers have uncritically valued neutrality and objectivity, assuming a \u201Cview from nowhere\u201D and the possibility that knowledge could stand apart from the environment, social landscape and a knower\u2019s location within it.

This is similar in my field. I remember feeling really affirmed in my choice to study social work\u2014rather than marriage and family therapy, or counseling\u2014when I ordered the textbook for my first class, and it had the word ecology in the subtitle.

3. The self-criticism is an essential feature of the process. I want to see that the purveyor of belief is appropriately critical of his/her methods and sources. If any supposed knower dismisses a legitimate doubt or qualm out of hand, then I would recommend not trusting him/her.

I want to discuss a feature of ancient Greek thinking that is certainly alien to the metaphysical presuppositions of our age: namely, that mind/nous is not a faculty of our individual minds but a single, transcendent, common ground on/toward which our various intellects participate/relate. As thinkers we participate in it as much as we do our environing physical world. While each of us may hold distinct opinions about this or that, different knowers know the same thing and not just identical replicas of the same thing. Knowers live in a common (zynon) world, joined as they are to a common mind. e24fc04721