The schools knowledge grammar

Abstract

The paper describes the author’s research project completed during his sabbatical year from September 2018 to September 2019. It covers the research background that inspired the author to question today’s validity of the School and the need to come up with new tools that allow us to reimagine its contemporary relevance. It touches on the main theoretical referents that were taken into account to construct the School`s Knowledge Grammar: ethnographic studies, the new cultural history, and studies discussing scholar culture, scholar knowledge and pedagogical knowledge. Lastly, it explains what is understood by “Grammar” and the key principles that are used to explain the knowledge produced in today’s contemporary School. Each of these key principles are explained, including: Kinetic time, Open emotions, Intercepted roles, and Excess as a possibility. These conclusions also include the experience the author had as Director of a school for 4 years and the systemization that gave birth to the principles that are proposed to categorize the School knowledge grammar.