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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 knowledge ...
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.
Epistemic motivation is the desire to develop and maintain a rich and thorough understanding of a situation, [1] utilizing one's beliefs towards knowledge and the process of building knowledge. [2] A learner's motivation towards knowledge as an object influences their knowledge acquisition. [1]
Happy back to school! Parents, teachers and students, find funny and motivational back-to-school quotes about education, learning and working with others.
The issue also intersects with the debate between cognitivism and non-cognitivism. Non-cognitivists view epistemic statements as expressions of desires, which are inherently motivational, whereas cognitivists see them merely as representations. Hence, cognitivists face a challenge of explaining how epistemic facts can motivate beliefs. [72]
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.
Epistemic Injustice: Power and the Ethics of Knowing (Oxford University Press, 2007) Reading Ethics: Selected Texts with Interactive Commentary, co-authored with Samuel Guttenplan (Wiley-Blackwell, 2009) The Epistemic Life of Groups: Essays in the Epistemology of Collectives, eds. Brady & Fricker (Oxford University Press, 2016)
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]