Informed reflexivity : Enacting epistemic virtue

Journal article

Weinstock, Michael, Kienhues, Dorothe, Feucht, Florian C. and Ryan, Mary. (2017). Informed reflexivity : Enacting epistemic virtue. Educational Psychologist. 52(4), pp. 284-298. https://doi.org/10.1080/00461520.2017.1349662
AuthorsWeinstock, Michael, Kienhues, Dorothe, Feucht, Florian C. and Ryan, Mary
Abstract

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.

Year2017
JournalEducational Psychologist
Journal citation52 (4), pp. 284-298
PublisherRoutledge
ISSN0046-1520
Digital Object Identifier (DOI)https://doi.org/10.1080/00461520.2017.1349662
Scopus EID2-s2.0-85026549168
Research or scholarlyResearch
Page range284-298
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online31 Jul 2017
Publication process dates
Deposited21 Feb 2022
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