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

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Full-text Version

Publisher’s Version

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