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Download full textLovat, Terence – Australian Journal of Educational & Developmental Psychology, 2004
This paper discusses ways in which examiners position themselves in relation to doctoral students' knowledge. The epistemological thesis of Habermas is utilized and its well-established connections with the world of formal learning re-stated. Against this conceptual framework, the examiner reports are appraised with a view to identifying the ways…
Descriptors: Examiners, Epistemology, Doctoral Programs, Doctoral Dissertations
