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The epistemic privilege thesis states that there is some epistemic advantage to being in a position of marginalization. [3] In response to critiques that early standpoint theory treated social perspectives as monolithic or essentialized, social theorists understand standpoints as multifaceted rather than unvarying or absolute. [4]
Rhodes Must Fall movement is said to have been motivated by a desire to decolonize knowledge and education in South Africa. [ 1 ] Decolonization of knowledge (also epistemic decolonization or epistemological decolonization ) is a concept advanced in decolonial scholarship [ note 1 ] [ note 2 ] that critiques the perceived hegemony of Western ...
Epistemic injustice is injustice related to knowledge. It includes exclusion and silencing ; systematic distortion or misrepresentation of one's meanings or contributions; undervaluing of one's status or standing in communicative practices; unfair distinctions in authority; and unwarranted distrust.
The community approach typically focuses on issues such as community standards of justification, community procedures of critique, diversity, epistemic justice, and collective knowledge. [ 1 ] Social epistemology as a field within analytic philosophy has close ties to, and often overlaps with philosophy of science .
Metaepistemology is the branch of epistemology and metaphilosophy that studies the underlying assumptions made in debates in epistemology, including those concerning the existence and authority of epistemic facts and reasons, the nature and aim of epistemology, and the methodology of epistemology.
Not only a matter of education Laura Agosta / Formar Foundation - September 2011 Executive summary In the past few decades, the education system in the US has undergone various reforms with the goal of achieving better quality for American students. Experts have tried measured the impact of these reforms and attempted to share some of their ...
The research emerged in part from William G. Perry's research on the cognitive intellectual development of male Harvard College students. [1] [4] Developmental theories of epistemic cognition in this model have been developed by Deanna Kuhn and others, with a focus on the sequential phases of development characterising changes in views of knowledge and knowing.
Potentially, a curriculum which engages with epistemic insight may also widen the pipeline from school to science and science-related careers. [9] There is also an advisory curriculum framework for teachers which illustrates what gains in epistemic insight look like at different levels across the stages of education. [10]