Recent years have seen a surge in educational efforts to foster the development of learners’ epistemologies. Our 1st aim is to problematize some current assumptions about the goals of epistemic education and to argue that existing models of lay or expert epistemologies cannot directly translate into educational goals. Our 2nd aim is to present a fresh integrative analysis of the goals of epistemic education based on both philosophical arguments and empirical research. Synthesizing these sources, we propose that the overarching purpose of epistemic education is to promote learners’ apt epistemic performance, defined as performance that achieves valuable epistemic aims through competence. We identify 5 key aspects of epistemic performance that are important to achieving this goal: engaging in reliable cognitive processes that lead to the achievement of epistemic aims, adapting epistemic performance to diverse situations, metacognitively regulating and understanding epistemic performance, caring about and enjoying epistemic performance, and participating in epistemic performance together with others. Each of these aspects involves competent engagement with epistemic aims and value, epistemic ideals, and reliable epistemic processes. Our analysis can help educators plan and evaluate epistemic education and suggestsways inwhich current curricula might be better designed to promote epistemic growth.
Bibliographical noteFunding Information:
Sarit Barzilai’s work on this project was funded in part by the Israeli Centers of Research Excellence (I-CORE) Program of the Israel Council of Higher Education and the Israel Science Foundation under Grant No. 1716/12. Clark A. Chinn’s work on this project was funded in part by the National Science Foundation under Grant No. 1008634.
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ASJC Scopus subject areas
- Developmental and Educational Psychology