Tagged: knowledge

I propose that in order for us to reimagine education in psychotherapy (REP), these 3 types of knowledge—content, process, and conditional—can serve as a primary conceptual framework.
Competence in content knowledge can create a false confidence of ability. Meanwhile, analogous to a good music not necessarily needing music theory to make good music, it also begs the question if content knowledge needs to serve as a basis for process and conditional knowledge. Perhaps if schools treat these 3 domains ecologically, and not hierarchical; learners might experience the critical interplay early in their higher education.