Title
Demystifying threshold concepts
Document Type
Journal article
Source Publication
Journal of Philosophy of Education
Publication Date
5-1-2007
Volume
41
Issue
2
First Page
263
Last Page
270
Abstract
This paper shows that so-called ‘threshold concepts’ have been defined in a way that makes it impossible, even in principle, to empirically isolate them. It continues by proposing an alternative theoretical framework, and argues: (1) that concepts are not reducible to abilities; (2) that acquisition of a given concept can be necessary, but not sufficient, for the possession of an ability; and (3) that being ‘threshold’ is an extrinsic property, such that what is threshold for one person is not for another. It closes by outlining two resultant problems for related empirical research. First, how is it possible to test for concepts, rather than abilities? Second, how can we tell if there is more than one possible conceptual route to the same ability?
DOI
10.1111/j.1467-9752.2007.00554.x
Print ISSN
03098249
E-ISSN
14679752
Publisher Statement
Copyright © 2007 Journal of the Philosophy of Education Society of Great Britain
Access to external full text or publisher's version may require subscription.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Rowbottom, D. P. (2007). Demystifying threshold concepts. Journal of Philosophy of Education, 41(2), 263-270. doi: 10.1111/j.1467-9752.2007.00554.x
