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Intellectual curiosity (also called epistemic curiosity) is curiosity that leads to an acquisition of general knowledge.It can include curiosity about such things as what objects are composed of, the underlying mechanisms of systems, mathematical relationships, languages, social norms, and history.
Curiosity has been recognised as an important intellectual (or "epistemic") virtue, due to the role that it plays in motivating people to acquire knowledge and understanding. [35] It has also been considered an important moral virtue, as curiosity can help humans find meaning in their lives and to cultivate a sense of care about others and ...
Epistemic insight is a leap of mind that takes place when a learner makes a connection or realisation about how knowledge works. The construct is chiefly used in educational contexts. It encompasses curiosity, critical thinking and understanding concerning the nature of knowledge.
Epistemic curiosity can be defined as "desire for knowledge that motivates individuals to learn new ideas, eliminate information-gaps, and solve intellectual problems". [ 21 ] Typical intellectual engagement was proposed by Goff and Ackerman (1992) and was defined as a "personality construct that represents an individual's aversion or ...
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]
The epistemic virtues, as identified by virtue epistemologists, reflect their contention that belief is an ethical process, and thus susceptible to intellectual virtue or vice. Some epistemic virtues have been identified by W. Jay Wood, based on research into the medieval tradition.
In his research work with the Greater Good Science Center in Berkeley, Calif., Scott Shigeoka, a curiosity expert and author of the new book “Seek: How Curiosity Can Transform Your Life and ...
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.