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This chapter augments established epistemologies of representation and epistemologies of emancipation by adding a third orientation, which can be termed epistemology of fiction. An epistemology of fiction deliberately generates scientific statements that deviate from actual empirical reality. The chapter is structured according to three main purposes of fictional inquiry: (1) juxtaposing fictional and counterfactual statements with empirical reality to reveal new insights and enhance our understanding of that reality (e.g., through ideal-type thinking or figurative imagination); (2) juxtaposing fictional/counterfactual statements against other scientific statements to test and refine the latter statements (e.g., via counterfactual reasoning, thought experiments, or simulation); and (3) drawing on fictional realities as objects of inquiry in their own right, typically in order to understand the impact of these fictional realities on current or future (nonfictional) empirical realities. The chapter concludes with some considerations regarding the fit of an epistemology of fiction to management studies as an academic field.

Un dels objectius de l’assignatura Educació Visual i Plástica a Primària dels estudis de Grau de Mestre en Educació Primària és «identificar els nuclis conceptuals de l’àrea de l’Educació Artística». Aquest article presenta presenta tres exemples que persegueixen aconseguir aquest objectiu a través del que podria anomenar-se metaclasse (classes en les que s’evidencia el disseny de la pròpia classe)., One of the objectives of the syllabus of the Arts Education in Primary Schools subject of the degree in Primary Education is «to identify the conceptual issues in the Artistic Education Area". This text presents three examples implemented in order to achieve this objective through what could be called a metaclass (a class in which the design of the class itself is made explicit)., Uno de los objetivos de la asignatura Educación Visual y Plástica en Primaria de los estudios de Grado de Maestro en Educación Primaria es «Identificar los núcleos conceptuales del área de la Educación Artística». Este artículo presenta tres ejemplos que persiguen alcanzar dicho objetivo a través de lo que podría llamarse Metaclase (clases en las que se evidencia el diseño de la propia clase).