Well, What Do You Know?
Someone once asked me: What do you know for sure? It’s quite a profound question, especially in such unpredictable times. But there are things we do know. I know how to tie my shoelaces, for example. I also understand how to do it and how it works.
Everything we know and understand has been learned somehow. Some of the learning we have acquired may have been learned independently of someone else, by experiment or by chance (self-discovery). Most of what we know and understand has however been taught to us in some way. It’s interesting to consider that when we have been taught, or have taught other people, new things there has been an approach, or method, and a process involved in doing this.
How do you know it?
Epistemology is the philosophical study of knowledge, and concerns itself with questions such as: What is knowledge? How is it acquired? What justifies belief?
The second of these questions is probably the key question for people involved in providing any type of formal teaching or training, although in my experience it’s rarely recognised, understood or formally considered by people embarking on courses to become a trainer.
Epistemology for Trainers
When I undertake training courses for new trainers, at Positive Response, I often tell the learners on the course that I will engage them in what I call ‘double-decker learning’. In other words, I’m simultaneously modelling the way in which we deliver our training and, at the same time, engaging them to think ahead as future trainers, using epistemological techniques such as eliciting (testing understanding), creating interactions and critical discussions (dialectics), self-discovery through practise (empiricism), and reasoning (logic/rationality). I believe that these have profound implications for the practice of teaching or training. As trainers we are not only transmitters of information but also facilitators of learning, helping learners navigate the complex process of knowing, questioning, and applying knowledge.
The Nature of Knowledge in Teaching
True knowledge is more than memorising facts; it involves understanding why something is the case and being able to flexibly apply it in relevant contexts.
For example, on our PBMpro trainers’ training course, a learner may memorise the steps of some of our physical intervention techniques. But unless they understand why those steps are necessary, their learning remains superficial. Epistemology reminds trainers and learners to move beyond rote instruction toward fostering deeper comprehension. This means designing learning experiences where learners can credibly justify their conclusions and respond to questions that challenge their approaches.
How can you teach it to others?
If you have ever set out to teach your own child to tie their own shoelace, as many of us have, you’ll appreciate that being good at teaching children (pedagogy) requires skill, and involves all of the following as sources of acquiring knowledge: perception, reason, memory, testimony, and introspection (reflection), and these apply not just to children, but to all of us as in the interplay between teachers and learners.
• Perception: learners often rely on first-hand experience – observing a demonstration, handling materials, or witnessing an experiment. We use perceptual knowledge to incorporate practical, hands-on activities that anchor abstract concepts in concrete experiences.
• Reason: logical reasoning allows the learner to connect ideas and evaluate arguments. Teachers can nurture reasoning by asking learners to compare perspectives, analyse case studies, or solve problems collaboratively.
• Memory: retention of information is central to education. Yet epistemology warns us that memory is fallible and subject to distortion. Trainers must reinforce key ideas through repetition, application, and practice, while also encouraging critical reflection, and sometimes taking strategic detours, to test understanding and avoid rote dependence on memory alone.
• Testimony: much of what learners know comes from trusted authorities: teachers, texts, and experts. But testimony can and should raise potential questions about credibility. Teachers must be mindful of their responsibility to provide accurate, balanced information and to model critical engagement with sources.
• Introspection/Reflection: learners also gain knowledge by reflecting on their thoughts and experiences. Encouraging metacognition (thinking about thinking) helps learners evaluate their progress and recognise gaps in understanding.
By appreciating these diverse sources, trainers can design training that integrates experience, reasoning, and reflection in balanced ways – within the restrictions of curriculums, time constraints and various other institutional/design barriers which can stifle the learning process. On the subject of barriers, one of the reasons we at Positive Response try to avoid online training is that these barriers are all too evident in this mode. The learning experience becomes significantly restricted and deficient in our view, and in the testimony of past learners have provided.
Considering that all this methodology of course precedes the challenges of establishing rapport and a conducive learning environment with students in the moment, so that you have laid the ground for effective learning. This is not always easy at times. Teaching is seldom straight-forward and certainly never uniform. You always have to be ready to adapt.
Conclusion
I would summarise by recommending that effective teachers/trainers should always consider working towards fostering epistemic virtues, which can help to transform learning and the learning environment. Teachers and trainers should always demonstrate:
• Open-mindedness: encourage a willingness to consider new perspectives through critical inquiry and innovation.
• Intellectual humility: always be aware of the limits of one’s knowledge; model honesty and curiosity for learners. Be prepared to learn from your students and don’t be embarrassed to admit that you don’t know the answer.
• Critical thinking: developing habits of questioning evidence, reasoning clearly, and evaluating sources is central to the process of understanding.
• Perseverance: knowledge acquisition often involves effort, mistakes, and revision. Teachers should normalise struggle as part of learning to cultivate resilience. There is no shame in getting things wrong; it’s often the first step to success. This can be a significant psychological barrier for adult learners, in my experience.
These practices cultivate deeper engagement and empower learners to become independent, reflective thinkers. When educators set high standards, embody these virtues and encourage them in learners, they prepare them not just to pass tests but to gain true knowledge which they can then in turn teach ethically and effectively.
In our pursuit of ensuring that the most vulnerable people in society are respected and well supported by staff, Positive Response strives towards excellence through training staff to the highest standards of knowledge and understanding. High-quality training, fused with epistemic principles, can take time, effort, perseverance and investment. Without it however we risk a lack of knowledge or ignorance. And the truth of the matter is that the most vulnerable usually end up paying the price for that, unfortunately.
Please test my understanding. Let me know what you think!