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In Knowing and Learning as Creative Action, Aaron Stoller makes the
case that contemporary schooling is grounded in a flawed model of
knowing, which draws together mistakes in thinking about the nature
of the self, of knowledge, and of reality, which are contained in
the epistemological proposition: 'S knows that p' (SP). To the
contrary, Stoller argues that the German conception of Bildung must
replace SP thinking as the guiding metaphor of knowing within
educational research and practice. Central to this reconstruction
is a theory of creative inquiry which claims that knowledge emerges
from embodied, social engagement in the world and therefore knowing
is a form of creative action. Stoller constructs a new paradigm of
knowing and learning as an emergent process of creative making, the
goal of which is the cultivation of what he calls maker's
knowledge, which is the capacity for and habit of creative action.
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