GSE Publications

Document Type

Journal Article

Date of this Version

January 2001


After spending many years arguing about the nature of knowledge in the human sciences, Charles Taylor decided that the core disagreements were not epistemological but ontological. Instead of simply focusing on how people know (and on how to know them), we must unearth our presuppositions about what people are. However, although knowledge and representational practices do not exhaust who we are, they are central to the human condition. How can we follow Taylor in shifting away from a knowledge-centered account of human nature, while nonetheless capturing how representation is central to many human activities?


Reprinted from Philosophy of Education 2001, 2001, pages 426-434.
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Date Posted: 27 April 2007

This document has been peer reviewed.