Informed reflexivity: Enacting epistemic virtue.

Autor/inn/en	Weinstock, Michael; Kienhues, Dorothe; Feucht, Florian C.; Ryan, Mary
Titel	Informed reflexivity: Enacting epistemic virtue. Gefälligkeitsübersetzung: Informierte Reflexivität: Epistemische Tugend auslösen.
Quelle	In: Educational psychologist, 52 (2017) 4, S. 284-298Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0046-1520; 1532-6985
DOI	10.1080/00461520.2017.1349662
Schlagwörter	Erziehungsziel; Evaluation; Denken; Eigenschaft; Kognition; Kognitiver Prozess; Kritisches Denken; Schlussfolgerung; Lehrer; Lernen; Epistemologie
Abstract	Explored reflexivity as a concept for describing and understanding the epistemic virtue of educational endeavors. To discuss reflexive practice in relation to epistemic cognition, informed reflexivity was posited 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) illustrated 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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/1