Socialising Epistemic Cognition |
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| Institution: | 1. Connected Intelligence Centre, University of Technology Sydney, PO Box 123, Broadway NSW 2007, Australia;2. Centre for Research in Education and Educational Technology, Open University, MK7 6AA, UK;1. Faculty of Business Studies, University of Cadiz, Duque de Najera Avenue, Number 8, CP 11002, Spain;2. Faculty of Environmental Sciences, University of Cadiz, CASEM, Spain;1. Centre for Research on Professional Learning & Development, and Lifelong Learning, KU Leuven – University of Leuven, Dekenstraat 2 – PB 3772, B-3000 Leuven, Belgium;2. Psychological Sciences Research Institute, Catholic University of Louvain, Place de l’Université, B-1348, Louvain-La-Neuve, Belgium;3. Instructional and Educational Sciences, University of Antwerp, Gratiekapelstraat 10, B-2000, Antwerpen, Belgium;1. Drexel University School of Education, 3001 Market St., Philadelphia, PA, 19104, United States;2. Post-Doctoral Scholar, Creative Interdisciplinary Research in Graduate Education (CIRGE) Program, Department of Chemistry, Drexel University, 32 South 32nd St., Disque Hall, Office 415, Philadelphia, PA, 19104, United States;3. Jefferson (Philadelphia University + Thomas Jefferson University), East Falls Campus (Downs 24B), 4201 Henry Ave, Philadelphia, PA, 19144, United States |
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| Abstract: | We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and construct (or co-construct) their knowledge claims. We frame prior research in terms of this new approach to provide an exemplification of its application. Practical implications for research and learning contexts are highlighted, suggesting a re-focussing of analysis on the collective level, and the ways knowledge-standards emerge from group-activity, as a communicative property of that activity. |
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| Keywords: | Epistemic cognition Epistemological beliefs Collaborative learning Dialogue Discourse Sociocultural theory Social epistemology Epistemology Philosophy Discursive psychology Philosophy of education |
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