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Epistemology in Education: Epistemological Development Trajectory Journal of International Education and Leadership Volume 3 Issue 2 Summer 2013 http://www.jielusa.org/ ISSN: 2161-7252 Epistemology in Education: Epistemological Development Trajectory Rachida Labbas Washington State University Learning is a continuous process, and through the process of learning, people acquire or construct new knowledge; this knowledge is evaluated implicitly or explicitly (Hofer, 2000). Research on beliefs about knowledge has become an important field of inquiry in educational research (Hofer & Pintrich, 1997). This field of research has emerged as a way of investigating students’ epistemological beliefs (Perry, 1970). Perry (1970) was the first scholar to conduct empirical research with college students to investigate their intellectual development. Since then, research on personal epistemology has been extended to be now divided into three broad categories: developmental perspective (Perry, 1970; Belenky et. al, 1986; Baxter Magolda, 1992; King & Kitchener, 1994; Kuhn, 1995), personal epistemology (Shommer-Aikins, 2002), and alternative concepts of personal epistemology (Hofer & Pintrich, 1997; Hammer & Elby, 2002). The aim of reviewing the three categories is to have a deep understanding of the construct of personal epistemology, how it has been investigated, and how the models overlap. There will be also a review of the implications of epistemology in learning and teaching. Key Words: Epistemology, the Perry Scheme, personal epistemology, epistemic belief About the author Rachida Labbas, a doctoral student, received a BA in English in 1989and an MA in TEFL & Applied Linguistics, Algeria, in 2009. She taught English at a high school and college in Algeria from 1990 to 2011. In 2011, she was granted a Fulbright scholarship to pursue a PhD in Language, literacy and technology. She is currently a PhD student at Washington State University (WSU), and an ESL Instructor at The Intensive American Language Center, WSU. Her research interests focus on epistemic beliefs, teacher development, and New Literacies. 1 Epistemology In Education: Epistemological Development Trajectory Epistemology in Education: Epistemological & Elby, 2002). The analysis of the readings Development Trajectory show that epistemology in education has implications in learning and teaching. The aim Learning is a continuous process, and of this paper is to understand the constructs through the process of learning, people acquire related to epistemological development. Thus, or construct new knowledge; this knowledge is the focus is mainly on the different models in evaluated implicitly or explicitly (Hofer, 2000). this area of research. The strategy used for the Research on beliefs about knowledge has analysis is a review to research that describes the become an important field of inquiry in stages of the development of epistemology in educational research (Hofer & Pintrich, 1997). education. This field of research has emerged as a way of investigating students’ epistemological beliefs Conceptual Framework (Perry, 1970). To understand the learning process, research on students’ personal The conceptual framework of this research epistemology was essential. will be based on epistemology (Perry, 1970; An analysis of the trajectory of Belenky , Clinchy, Goldberger, & Tarule, 1986 ; epistemology in education shows that research Baxter Magolda, 1992; King & Kitchener, 1994; started with the work of Piaget, and it was the Shommer-Aikins, 2002; Hofer & Pintrich, 1997; most important shift in the way epistemology Hammer & Elby, 2002). Epistemology was first was studied. Research on personal epistemology used in philosophy, and then it was introduced shifted from philosophy to psychology. Piaget by Piaget in education (Hofer, 2000). Thus, in (1950) made the point that philosophers studied any field of research epistemology is related to the nature of knowledge in its current state. the nature of knowledge, and the way we acquire Piaget’s work on genetic epistemology focuses it, and most importantly in the process of on the fact that we cannot say there is a history acquiring this knowledge, some of it becomes as of knowledge, and then we speak about the a strong true belief. After philosophers, current state of knowledge. It is with the idea educational psychologists (Piaget, 1950; Perry, that knowledge is not static because it is a 1970) worked on epistemology to understand process that the field of study of epistemology how kids or students think about learning. shifted to be a psychological field of research. It can be stated that the introduction of The findings also show that the models epistemology in education started with the work which have been developed have the same of Piaget on genetic epistemology. Piaget (1950) origin; that is to say research on epistemology in makes the point that epistemology has always education is psychological, and thus focuses on been the concern of philosophers, but they have the cognitive and metacognitive processes studied knowledge as it is in present. Piaget students go through in knowing. Research on (1950) believes that knowledge is in perpetual epistemology is mainly a focus on the knower evolution, so there is no definitive state of and the known (Hofer & Pintrich, 1997; Hofer, knowledge because it is “a process of continual 2004). The area of research has been extended to construction and reorganization” (p.4). Piaget be now divided into three broad categories: (1950) also makes the point that the nature of First, epistemology was investigated from a knowledge is best understood when the developmental perspective (Perry, 1970; psychological and sociological factors are Belenky et. al, 1986; Baxter Magolda, 1992; understood. The first goal of investigating King & Kitchener, 1994; Kuhn, 1995). In the epistemology in education is to find out the way second category, personal epistemology has students approach knowledge; as Hofer (2002) been investigated as a system of beliefs states students approach the learning process (Shommer-Aikins, 2002). The third category into different ways, and this depends on “ deals with new concepts of personal whether they view themselves as passive epistemology (Hofer & Pintrich, 1997; Hammer receptors or active constructors of knowledge” 2 Epistemology In Education: Epistemological Development Trajectory (p.3). The readings on this topic show that three final positions, and it is the stage of “the research on epistemology has been divided into responsibilities of Commitment” (p. 58). In three broad categories. First, epistemology was Position 1, students have a basic duality view of investigated from a developmental perspective knowledge because “they see the world in polar (Perry, 1970; Belenky et. al, 1986; Baxter terms of we-right-good vs. other-wrong bad” (p. Magolda, 1992; King & Kitchener, 1994; Kuhn, 9). So, students perceive the world as two parts. 1995). In the second category, personal They view the world into a dichotomy of “world epistemology has been investigated as a system of authority-right-we” and “world of illegitimate of beliefs (Shommer-Aikins, 2002). The third wrong others” (Perry, 1970). category deals with alternative concepts of Thus, students’ learning is based on the right personal epistemology (Hofer & Pintrich, 1997; answer. In Position 2, students start to perceive Hammer & Elby, 2002). The aim of reviewing that there are multiple answers, but they still the three categories is to have a deep focus on there are correct and incorrect answers. understanding of the construct of personal In this position, students view knowledge as “so epistemology, how it has been investigated, how we can learn to find The Answer for ourselves” the models overlap. In addition to this, I want to (p.9). Students get only what is right, and ignore understand the gap of research in this area, and what is wrong. In Position3, students start to to be able to select the model that I will use as legitimate both diversity and uncertainty, but the theoretical framework in writing my thesis. students focus more on how to find the right answer. In Position 4, students have an advanced Developmental Models perception of diversity in opinions, and at this position students think “Anyone has a right to The Perry Scheme. Perry (1970) studied his opinion” (p. 9). In Position 5, students the intellectual development of 109 Harvard “perceive all knowledge and values as undergraduate students. All students were males, contextual and relativistic” (p. 10). In this and the study lasted four years. He investigated position, students have started to evaluate their the students’ personal assumptions about the answers, and most importantly think about origins of knowledge, and the students’ knowledge in context. In Position 6, students cognitive processes. He did the longitudinal realize that it is necessary to make decisions research using open-ended interviews as a tool with commitment in relativistic contexts. In of the research. Perry (1970) built his research position 8, students “make an initial on the assumption that students transform their commitment in some area” (p.10). In Position 9, beliefs about knowledge from a position of students “experience the implications of dualistic thinking toward relativistic thinking. Commitment, and explore the issues of (p.54). He also had the assumption that students responsibility” (p.10), which means that students had different views on knowledge because they start exploring the notions of responsibility. In approached knowledge from different
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