Epistemic Cognition and Development: The Psychology of by David Moshman

By David Moshman

Epistemic cognition, the philosophical center of metacognition, matters people’s wisdom concerning the justification and fact of ideals. a number of literatures in psychology and schooling deal with facets of epistemic cognition. within the absence of a coherent conceptual framework, even if, those literatures in general fail to speak with one another and infrequently attach simply loosely to real epistemology. This complicates any attempt to accomplish a scientific theoretical knowing of epistemic cognition and its improvement. Deanna Kuhn writes in her foreword, "Moshman isn't the first to tackle this problem, yet he fulfills it elegantly and, i feel, the main comprehensively and astutely."

After reviewing the fundamentals of philosophical epistemology and cognitive psychology, Epistemic Cognition and Development presents a compelling account of developmental swap throughout early life and past in wisdom approximately wisdom, in particular in regards to basic conceptions of objectivity, subjectivity, rationality, justification, and fact. this can be by way of precise attention of domain-specific epistemologies of technology, good judgment, morality, social conference, heritage, and id, together with linked varieties of reasoning. the ultimate part offers theoretical conclusions, academic and social purposes, and recommendations for extra research.

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Piaget thus proposed a constructivist epistemology, a conception of knowledge as the product of constructive processes and the basis for further such processes. Piaget’s constructivism, however, is a rational constructivism. Novel structures are not just different but, in some cases, demonstrably better than earlier ones. It is precisely the recognition of some ideas and forms of reasoning as better than others that motivates and generates progress. The work of epistemologists, then, is an advanced continuation of the work of cognitive development, which increasingly includes epistemic development as individuals move through childhood and beyond.

Logical reasoning, for example, is thinking constrained so as to conform to logical rules in order to respect the Cognition and Metacognition 23 epistemic value of such rules in preserving truth and thus justifying conclusions. All thinking aims to succeed but reasoning aims beyond that for justification and/ or truth. Examples of reasoning are logical reasoning, scientific reasoning, moral reasoning, and argumentation. Reasoning cannot be sharply distinguished from other kinds of thinking. It is perhaps best seen as an aspect of thinking present to varying degrees.

As we saw in Chapter 1, and will see in more detail in Chapter 6, adolescents and young adults often show developmental transitions over many years from (1) simple conceptions of justification that enable sharp distinctions of truth from falsity to (2) radical skepticism about justification and truth to (3) post-skeptical reconsideration of justification, and perhaps even truth. Empirical research cannot in itself identify the best epistemologies but it may provide philosophically relevant insights.

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