| Abstract | That education requires epistemology is beyond doubt. The problem lies instead in what epistemology is required by education, and how and why, and in what contexts. Exploring three epistemologies of education from the axiological perspective, the article discusses three forms of desirability of knowledge as exemplified in three types of knowledge in educational contexts, taking university education and teacher edcuation as two illustrative examples. As a conclusion, the article calls for the restructuring of education to be based more on practical knowledge and its constitutive desirability, and, in effect, form the restructuring of knowledge-based education into "quality-based education" in which intellectual qualities -- basic qualities of which to be embodied in the following highly contextualized and practical sorts of knowledge: knowledge of the good (values and ends), self-knowledge and problem-solving knowledge -- should be given more emphasis. |
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