Michael Weinstock

How children seek knowledge and evaluate claims may depend on their understanding of the source of knowledge. What shifts in their understandings about why scientists might disagree and how claims about the state of the world are justified? Until about the age of 41/2, knowledge is seen as self-evident. Children believe that knowledge of reality comes directly through our senses and what others tell us. They appeal to these external sources in order to know. The attainment of Theory of Mind (ToM) at this age is commonly seen as the significant shift in development in understanding disagreements in knowledge claims. Children attaining ToM understand that someone exposed to incorrect or incomplete information might have false beliefs. Disagreement, then, is still attributed to objective sources of knowledge. The current study examines the later developing Interpretive Theory of Mind (iToM) as the basis for children’s understanding of how people with access to the same information might disagree and what this means for how to provide justification for a knowledge claim. Fourteen 2nd graders with the most iToM responses to four tasks and 14 with the fewest iToM responses were selected from a larger sample of 91. In analyses of interviews about a story in which two experts make different claims about a scientific phenomenon, those in the high iToM group noted subjective perspective and processes as the source of disagreement and suggested the need for investigation as the means to knowing. In contrast, those in the low iToM group mostly could not explain the source of disagreement and held that knowledge is acquired from external sources. A comparison of the interviews regarding the science story 2 years later allows for a qualitative description of the development. Those in the low iToM group showed more general recognition of subjective and constructive processes in knowing whereas those in the high iToM group identified interpretive processes and the relativity of perspectives with implications for how observations were conducted and interpreted. Only those in the high iToM group referred to the importance of evidence as a basis for knowledge claims at either point in the study.

We asked jurors awaiting trial assignment to listen to a recorded synopsis of an authentic criminal trial and to make a choice among 4 verdict possibilities. Each participant juror then deliberated with another juror whose verdict choice differed, as a microcosm of a full jury's deliberation. Analysis of the transcripts of these deliberations revealed both characteristics general to the sample and characteristics for which variation appeared across participants. Findings were interpreted in terms of a model of juror reasoning as entailing theory-evidence coordination. More frequently than challenging the other's statements, we found, a juror agreed with and added to or elaborated them. Epistemological stance --- whether knowledge was regarded as absolute and certain or subject to interpretation --- predicted several characteristics of discourse. Absolutists were less likely to make reference to the verdict criteria in their discourse. Those who did so, as well as those who made frequent reference to the evidence, were more likely to persuade their discourse partners.

Much of the research on teachers’ personal epistemology concerns their learning. Surprisingly little research has looked at how personal epistemologies are related to teachers’ teaching and other aspects of their interactions with students. In this chapter we investigate teachers’ personal epistemologies and the extent to which they predict autonomy-supporting behaviors. Such behaviors have been found to predict positive educational outcomes. 600 students in 21 grade 7 and 8 classrooms were administered surveys regarding two aspects of autonomy support: the extent to which their teachers tried to take their perspective and provided them with rationales for prosocial behavior. At the same time, their teachers’ personal epistemologies were assessed. Students of teachers scored as having advanced personal epistemologies reported that their teachers were more likely to take their perspective. We conclude that teacher education in personal epistemology and autonomy supportive practices should have positive effects both for the teachers and their students.

Much psychological research on argumentation focuses on persuasion and pragmatics. However, one strand investigates how average people understand the nature of knowledge and knowing, and how these epistemological orientations underlie skilled argumentation. The research reviewed addresses the question whether the normative emphasis of the philosophical epistemological approach to argumentation matches psychological findings. The empirical research reviewed concerns the relationship between personal episte- mological understanding and three aspects of argument: argument construction, identification of informal reasoning fallacies, and orientation toward explanation or evidence. Findings suggest that people develop an epistemological approach toward argumentation in which beliefs about knowledge justification requirements are related with skilled argumentation

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.

According to the ?story model? a juror constructs an implicit mental model of a story telling what happened as the basis for the verdict choice. But the explicit justification of a verdict choice could take the form of a story (knowledge telling) or the form of a relational (knowledge-transforming) argument structure that brings together diverse, non-chronologically related pieces of evidence. The study investigates whether people tend towards knowledge telling or knowledge transforming, and whether use of these argument structure types are related to skilled argument and epistemic understanding. A sample of people on jury duty chose and justified verdicts in two abridged cases. Participants tended to display the same argument structure and argument skill across cases. Those using knowledge-transforming structures were more successful at the juror argument skills task and had a higher level of epistemic understanding. The discussion suggests that jurors approach their task with an epistemic orientation towards knowledge telling or knowledge transforming