Epistemic Progress: A Construct for Understanding and Evaluating Inquiry

Educational Theory 62 (6):677-693 (2012)

Authors
Clinton Golding
University of Otago
Abstract
In this essay Clinton Golding introduces a new construct and area of research — epistemic progress — and argues that it can shed new light on educational inquiry. By clearly distinguishing progress through developing better ideas from progress through developing better inquiry skills , teachers and students can better understand, participate in, and evaluate inquiry. In addition, epistemic progress complements other epistemic constructs, such as “knowledge,” and could provide new insights about different kinds of inquiry or research, as well as about the diverse disciplines and areas of study
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DOI 10.1111/edth.12004
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The Community of Inquiry: Blending Philosophical and Empirical Research.Clinton Golding - 2015 - Studies in Philosophy and Education 34 (2):205-216.
A Handy Account of Philosophy in Schools.Clinton Golding - 2014 - Journal of Philosophy in Schools 1 (1).

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