This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their…

'Facts remain robust only when … supported by a common culture,' observes Bruno Latour. Current debates over the veracity of climate change are, in actuality, crises of facts. Questions of facticity have, moreover, precipitated a deeper issue -- the prospects of unshared, 'alternative' worlds. Climate science believers have one world, climate…

The purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking,…

This paper addresses three central themes that run through the contributions to this special issue. The first of these is what it argues to be an inescapable connection between research and what might in some sense be regarded as the pursuit of truth, or at least of beliefs that are more deserving of belief and our confidence than others. Even…

In recent years, a criticism of "indigenous knowledge" has been that this idea makes sense only in terms of acquaintance (or familiarity) type and practical (or skills-type) knowledge (knowledge-how). Understood in terms of theoretical knowledge (or knowledge-that), however, it faces the arguably insurmountable problems of relativism and…

It has been suggested that in order to aid students in fulfilling their potential and achieving optimum academic outcomes, both teachers and students themselves should hold beliefs that significantly overestimate student ability and go beyond the available evidence. In this article, I contend that teachers adopting such beliefs or instilling them…

How should those who value reasonable pluralism navigate ethical and epistemological challenges related to speech and inquiry in higher education? We propose the ethical pursuit of public knowledge as a guiding vision for public colleges and universities with the understanding that other institutions will serve different purposes. The ethical…

First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the 'reality' of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by 'becoming'. I also…

Educational research should aim at improving educational practice by analysing the world of Education to understand it and make it better. It should be a critical, reflective and professionally oriented activity. Educational research should have three objectives: to explore issues and find answers to questions (for academics), to share policy…

In this paper I problematize the modern everyday ontology that categorically separates the animate from the inanimate, showing that such separation has ethical implications that are environmentally devastating. I propose a turn to an animistic ontology and epistemology. Acknowledging the challenge of such turn, I suggest contemplative practices as…

Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students' beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings.…

This article is a response to Michael Hand's critique in this issue of my response to his use of the epistemic criterion as the sole means for identifying whether or not an issue should be identified as controversial. I argue that he has misunderstood my intention in suggesting that I was seeking to replace the epistemic criterion. Rather my…

In this article, a religious education, which combines a respect for relevant critical demands, when analysing religious truth-claims, and a sensitivity to the need to avoid unwarranted criteriological constraints in the analysing process, is examined. Starting with an analytical comment upon Andrew Wright's critical realist approach in terms of a…

Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors…

Among those who regard open-mindedness as a virtue, there is dispute over whether the trait is essentially an attitude toward particular beliefs or toward oneself as a believer. I defend William Hare's account of open-mindedness as a first-order attitude toward one's beliefs and critique Peter Gardner's view of open-mindedness as a non-commital…