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Socialising Epistemic Cognition

Knight, Simon and Littleton, Karen (2017). Socialising Epistemic Cognition. Educational Research Review, 21 pp. 17–32.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.edurev.2017.02.003
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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.

Item Type: Journal Item
Copyright Holders: 2017 The Authors
ISSN: 1747-938X
Keywords: epistemic cognition; epistemological beliefs; collaborative learning; dialogue; discourse; sociocultural theory; social epistemology; epistemology; philosophy; discursive psychology; philosophy of education
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 48860
Depositing User: Karen Littleton
Date Deposited: 07 Mar 2017 14:51
Last Modified: 07 Dec 2018 22:02
URI: http://oro.open.ac.uk/id/eprint/48860
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