NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156805
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0046-1520
Informed Reflexivity: Enacting Epistemic Virtue
Weinstock, Michael; Kienhues, Dorothe; Feucht, Florian C.; Ryan, Mary
Educational Psychologist, v52 n4 p284-298 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A