Humor as a humble way to access the complexity of knowledge construction

Abstract

Ackermann tackles "humor" as an agentive participant in the process of knowledge construction. Performing her thesis in her writing, she give a refective account of how oblique ways of knowing have always been present in debates concerning epistemology, albeit not given equal status as rational ones. As such, her endeavors in this text are geared towards lifting up the position of "humor" to a much deserved higher level in educational and learning practices. Consequently, our endeavors in this commentary are targeted towards a little more in this direction by focusing on how "humor" becomes a way of accessing the process of knowledge construction and of unraveling its significance.