What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs--A Response to Muis, Bendixen, and Haerle (2006)

Autor/in	Alexander, Patricia A.
Titel	What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs--A Response to Muis, Bendixen, and Haerle (2006)
Quelle	In: Educational Psychology Review, 18 (2006) 1, S.55-65 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-006-9002-7
Schlagwörter	Stellungnahme; Epistemology; Beliefs; Educational Practices; Philosophy; Psychology; Etiology; Reader Response; Hermeneutics; Inferences + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Belief; Glaube; Bildungspraxis; Philosophie; Psychologie; Ätiologie; Leserbrief; Hermeneutik; Inference; Inferenz
Abstract	In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be "if" students' beliefs about knowledge or knowing differ by domains or "why" they may differ? Finally, what are the implications of the generality or specificity of students' epistemic beliefs for educational practice? (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10