Response to Phillips
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Abstract
Phillips’ paper recognizes an important distinction between the structure of information in a discipline and the structure of knowledge of that information, or cognitive structure. However, Phillips contends that the discipline structure is sufficient for instruction, and ignores important issues that are addressed in the analysis of cognitive structure that are important for instruction. Phillips’ contention that inferences cannot be made about cognitive structure is fallacious. In contrast to the impression given by Phillips, the distinction between cognitive structure and the structure of a discipline involves difficult theoretical and philosophical questions about the nature of knowledge.