TY - JOUR
T1 - Informed Reflexivity
T2 - Enacting Epistemic Virtue
AU - Weinstock, Michael
AU - Kienhues, Dorothe
AU - Feucht, Florian C.
AU - Ryan, Mary
N1 - Publisher Copyright:
© 2017, Copyright © Division 15, American Psychological Association.
PY - 2017/10/2
Y1 - 2017/10/2
N2 - To discuss reflexive practice in relation to epistemic cognition, we posit informed reflexivity as an epistemic virtue that is informed by its particular context and purposes of knowing and action and promotes use of reliable processes to achieve epistemic aims. It involves reasoning about social relationships in which a person is embedded when acting in a specific kind of context—whether academic or real-world—that requires construction, evaluation, and application of knowledge. Informed reflexivity is the learned disposition to reason about one's knowledge-related actions, entailing context-specific epistemic characteristics. It involves an intentional stance about the need to reason about oneself and the context. Discussions of two disciplinary competencies (science and history) and two cross-disciplinary competencies (critical thinking and writing) illustrate how epistemically competent practices instantiate informed reflexivity. Promoting informed reflexivity as an epistemic virtue might dispose students toward reliable processes of knowing and making epistemically informed resolved action appropriate to the context.
AB - To discuss reflexive practice in relation to epistemic cognition, we posit informed reflexivity as an epistemic virtue that is informed by its particular context and purposes of knowing and action and promotes use of reliable processes to achieve epistemic aims. It involves reasoning about social relationships in which a person is embedded when acting in a specific kind of context—whether academic or real-world—that requires construction, evaluation, and application of knowledge. Informed reflexivity is the learned disposition to reason about one's knowledge-related actions, entailing context-specific epistemic characteristics. It involves an intentional stance about the need to reason about oneself and the context. Discussions of two disciplinary competencies (science and history) and two cross-disciplinary competencies (critical thinking and writing) illustrate how epistemically competent practices instantiate informed reflexivity. Promoting informed reflexivity as an epistemic virtue might dispose students toward reliable processes of knowing and making epistemically informed resolved action appropriate to the context.
UR - http://www.scopus.com/inward/record.url?scp=85026549168&partnerID=8YFLogxK
U2 - 10.1080/00461520.2017.1349662
DO - 10.1080/00461520.2017.1349662
M3 - Article
AN - SCOPUS:85026549168
SN - 0046-1520
VL - 52
SP - 284
EP - 298
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -