In our Knowledge Society, the ease of access to information due to advanced and user-friendly technologies often gives us the illusion to know more than we do. This "epistemic is a danger to both democracy and public health. The educational system must therefore encourage good epistemic habits consistent with responsible citizenship. From a didactic perspective, this requires updating the curriculum in light of the educational challenge of the 21st century: training students to be virtuous epistemic agents by fostering their epistemic cognition. In this article, I intend to provide teachers with some useful operational guidance to achieve this goal. To this end, the epistemological concept of the virtuous epistemic agent is converted into a didactically fertile construct in two steps: first, observable knowledge-friendly behaviors are identified that can be regarded as clues to the habitus of the virtuous epistemic agent; then some procedural principles are formulated to help teachers design instructional activities that foster commitment to enacting those kinds of behaviors.

Promoting epistemic virtues across the curriculum to educate 21st century citizens

Monica Tombolato
2023

Abstract

In our Knowledge Society, the ease of access to information due to advanced and user-friendly technologies often gives us the illusion to know more than we do. This "epistemic is a danger to both democracy and public health. The educational system must therefore encourage good epistemic habits consistent with responsible citizenship. From a didactic perspective, this requires updating the curriculum in light of the educational challenge of the 21st century: training students to be virtuous epistemic agents by fostering their epistemic cognition. In this article, I intend to provide teachers with some useful operational guidance to achieve this goal. To this end, the epistemological concept of the virtuous epistemic agent is converted into a didactically fertile construct in two steps: first, observable knowledge-friendly behaviors are identified that can be regarded as clues to the habitus of the virtuous epistemic agent; then some procedural principles are formulated to help teachers design instructional activities that foster commitment to enacting those kinds of behaviors.
2023
978-989-53614-6-5
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11576/2726299
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