In Jo Brownlee, Gregory J. Schraw & Donna Berthelsen (eds.), Personal Epistemology and Teacher Education. New York: Routledge. pp. 61--180 (2011)

Michael Weinstock
Ben-Gurion University of the Negev
In a typical classroom interaction, the teacher asks questions, students answer, and the teacher—knowing the answer—evaluates the responses. This structure might cultivate a view of knowledge as objective, uncontested, and immutable. In response to criticisms of such models, teachers increasingly encourage students’ self-expression, communicating the validity of multiple solutions and perspectives. Stressing that there is "no one right answer,” might be important in countering absolutist and encouraging relativist understandings of knowledge. Cultivating more qualified and critical perspectives that seek to use criteria to judge an answer's quality and identify better answers from among a set of "right answers" may be more difficult to achieve, and might explain the prevalence of multiplist and paucity of evaluativist positions among youth. We suggest that teacher training that emphasizes pedagogy apart from subject-matter learning might contribute to practices that encourage individual expression without providing the domain-specific tools or values of evaluating knowledge claims.
Keywords pedagogy  epistemic cognition  epistemic perspectives
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