The development of epistemological understanding

Kuhn, Deanna; Cheney, Richard E.; Weinstock, Michael

doi:10.1016/s0885-2014(00)00030-7

Cited by 610 publications

(729 citation statements)

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“…The inclination toward doubt, by questioning the validity of claims about knowledge and knowing, is primarily developed in childhood (Watson et al, 1998;Flavell, 1999;Kuhn et al, 2000). Moreover, the ability to test validity claims later in life is also contingent on educational background and professional experience (Schön, 1983;1987;Hogan & Maglienti, 2001) and can be stimulated by means of academic education (Von Wright, 1992;Freese, 1999;Reynolds, 1999;Ng, Van Dyne & Ang, 2009).…”

Section: Opening Up the Black Box Of Reflective Questioningmentioning

confidence: 99%

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

Romme

Seggelen-Damen

2015

Organization Management Journal

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Questioning is one of the most critical behaviors in management education and learning. In this paper we explore the antecedents, processes and outcomes of reflective questioning, as a key element of management learning and education. Reflective questioning involves raising tentative, nonrhetorical questions. By reviewing and synthesizing the literature, we develop a model of reflective questioning in the form of a causal loop diagram. This model implies that reflective questioning can be taught through particular forms of management education, but is also contingent on the psychological safety of the group setting, the individual need for cognition, and challenging tasks and experiences.

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Section: Opening Up the Black Box Of Reflective Questioningmentioning

confidence: 99%

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

Romme

Seggelen-Damen

2015

Organization Management Journal

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“…By the age of 7 years, children begin to show explicit understanding that knowledge is open to a variety of interpretations (Kuhn, Cheney, & Weinstock, 2000) and that beliefs are not direct reflections of reality but rather mental representations of the world. A mature understanding of the subjectivity of knowledge facilitates the eventual coordination of the subjective and objective dimensions of knowledge and the ability to evaluate one's own claims and the claims of others (e.g., Kuhn et al, 2000).…”

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confidence: 99%

Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity.

Walker¹,

Wartenberg²,

Winner³

2013

Developmental Psychology

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Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children’s understanding of knowledge claims as potentially subjective—one of many possible representations of the world. This development in epistemological understanding has been proposed to be an important determinant of academic performance and is highly correlated with the ability to understand and produce sound argumentation in adolescents and adults. In a longitudinal study of children 7–8 years old, we assessed the effects of a 3-month philosophy class designed to engage children in dialogic interaction with peers. We examined the influence of this intervention on children’s epistemological understanding and argumentation skills in 4 domains of knowledge: aesthetic, value, social, and physical. Participation in dialogic interaction in an elementary school classroom improved children’s ability to construct their own and opposing arguments across domains and facilitated reasoning about the subjectivity of knowledge in the value domain.

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“…Other research has found that even by kindergarten, children recognize that judges are more likely to disagree in contests with more subjective criteria (e.g., baking contest, art contest) than those with more objective criteria (e.g., running race, spelling bee) (Mills, 2006(Mills, , 2007. While previous research may make it clear that children can distinguish some matters of taste from matters of fact by kindergarten or second grade (Carpendale & Chandler, 1996;Flavell, Flavell, Green, & Moses, 1990;Kuhn, Cheney, & Weinstock, 2000;Kuhn & Weinstock, 2002), it is unknown if children recognize that judgments are more likely to be skewed in subjective contexts compared to objective ones.Therefore, we ask three central questions here. First, do children recognize that self-interests in the form of personal relationships might influence how people judge the outcomes of contests, either intentionally or unconsciously?…”

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confidence: 99%

Children’s developing notions of (im)partiality

Mills

Keil

2008

Cognition

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This research examines the development of children's understanding that people's judgments may be skewed by relationships, and that situational factors may make it difficult to be impartial. 171 adults and children between kindergarten and eighth grade heard stories about judges in contests with objective or subjective criteria for winning. In Experiment 1, by fourth grade, children rated a judge with no personal connection (the "neutral judge") as being more likely to be objective than a judge with a personal connection (the "connected judge"). Younger children showed the opposite pattern. Experiment 2 replicated this finding for judges, and also found that children across development have similar ideas regarding the characteristics for being a good judge. Not until eighth grade, however, did children indicate that a connected judge was more problematic in subjective situations than in objective ones.Standing in front of the United States Senate as a nominee for the Supreme Court, Samuel Alito was recently inundated with questions regarding his political background and his agenda for sitting on the highest court in the country. Time and time again, senators asked Alito about his qualifications in light of his politics, clearly concerned that Alito's conservative leanings might color his judgments regarding the future of several key laws.In everyday life, people often show concern about others' qualifications to make judgments about information. In court cases, people with personal connections to the criminals are not allowed to serve on the jury. In international athletic contests, great effort is taken to ensure that judges do not give significantly higher scores to contestants from their own countries, often by preventing them from judging their compatriots. In academic settings, researchers are prevented from evaluating grants and research articles from their colleagues. People assume that judges in these situations may be poor evaluators of information, implicitly biased by their preexisting beliefs or preferences, or that they may be unfair in their judgments, even to the point of deliberate deception. This article examines how intuitions regarding partiality as well as other characteristics of being a good judge emerge in development.Why do we care about the development of an understanding of partiality? Children and adults are bombarded with information from many different sources, and not all of these sources have pure intentions or provide accurate messages. Being able to predict that someone may make an inaccurate or skewed claim may help dampen the negative effects of such claims. In research with adults, for instance, the timing of discovering that testimony may be inaccurate influences how they remember the information. If adults receive some sort of discounting cue before being Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will u...

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The development of epistemological understanding

Cited by 610 publications

References 10 publications

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity.

Children’s developing notions of (im)partiality

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