Epistemological Growth Model, or Ways of Knowing

“Ways of Knowing”: Helping Students Embrace Lifelong Learning

The technical term for the study of intellectual development – typically among college students -is “epistemological growth model,” and the literature traces its origins back to William Perry (1970). Others have built onto his original 4-stage model (ranging from dualism to commitment), but all subsequent contributions followed his arc from simplistic certainty to multifaceted evaluation, including Baxter Magolda (1992); King and Kitchener (1994); Belenky, Clinchy, Goldberger, and Tarule (1986). Of these, the clearest and most comprehensive treatment of the progression can be found in Baxter Magolda’s model, which she dubbed ways of knowing:

Absolute Knowing: Knowledge is certain, immutable, and disseminated by authorities. Students at this stage see no place for themselves in the construction of knowledge, adopting a receiving pattern in which they passively and uncritically consume information. Evaluation exists to judge how accurately they are able to report collected information. While they recognize a difference of opinions, they assume that the content of their studies is unequivocally factual.

Transitional Knowing: Students are starting to recognize that some knowledge may be uncertain, ambivalent, or contradictory. Thus, they begin to appreciate the role that varying perspectives play in knowledge construction, relying upon peers to engage in a learning process – as opposed to acquisition.

Independent Knowing:   With this transition, students have discovered that most knowledge is uncertain. They now recognize that they are fully capable of constructing knowledge on their own and in conjunction with peers, that is, of assuming a position of authority. They expect evaluations to take stock of their independent thinking and further, that they should be rewarded for such independent expressiveness. The need for validation, especially validation of opinions, has dissipated. Independent thinkers take pride in their autonomy, taking active roles in setting their own learning goals and the processes. Opinions are now distinct from authority sources.

Contextual Knowing: The process of arriving at informed evaluations is the hallmark of this stage. Learners no longer accept ideas – their own or others’ – without careful consideration of the contexts surrounding an issue. It should be noted that this advanced form of thinking remains elusive for most college students. However, aiming for it will facilitate higher order thinking and set students on the pathway for lifelong learning.

Empowering Our Students for 21st Century Learning

Introducing students to the epistemological growth model, or ways of knowing, can offer many benefits – especially in an age of burgeoning artificial intelligence. Consider how an awareness of one’s own progression through the ways of knowing could empower our students as they navigate the demands of 21st century learning:

• Personal Accountability: College students must take responsibility for their own information-seeking processes. Epistemological reflection enables them to take an active role in their education, promoting self-directed learning and intellectual curiosity. The importance of self-constructed meaning, or “self-authorship,” for deep and lasting learning is folded into the model. But in the age of artificial intelligence, students in the initial stages of epistemological growth may show stronger tendencies to trust in what they see as the unbiased authority of computer-generated information. This is not to say that these services are entirely problematic – just that the construction of information is a process that always begs for conscientious analysis.
• Ethical Considerations: The information age raises ethical questions related to privacy, data usage, intellectual property, and more. Epistemological reflection encourages students to engage in thoughtful discussions about these ethical dilemmas and make informed choices.
• Global Perspective: The information age connects individuals globally, exposing students to diverse cultures, perspectives, and worldviews. Epistemological reflection helps students understand and appreciate different viewpoints, fostering a global mindset.
• Lifelong Learning: In a rapidly changing world, the ability to engage in lifelong learning is crucial. Epistemological reflection equips students with the skills to continue learning, unlearning, and relearning throughout their lives, adapting to new information and challenges.

How to Use Learning Management Tools for Epistemological Reflection

Encouraging critical thinking about the nature and construction of knowledge necessitates explicit pedagogy. In other words, the best and most efficient means of prompting students to perform this kind of reflection is to share the model. As human learners, we are all wired to take an interest in how our intellectual identity is relative to larger contexts. Our students, when shown the arc toward contextual knowing, are naturally motivated to strive for the culmination of critical thinking.

So how can you encourage students to actively engage with the model? Consider incorporating a reflection addressing Blackboard Ultra’s Learner Analytics. Following a Discussion Board assignment, Blackboard Ultra Analytics will automatically provide data rating the student’s post in terms of substantive contribution, sentence complexity, lexical and word variation, and critical thinking.

Part of what students may find thought provoking is that this data is relative, as it compares each learner to the overall class performance. I know what you’re thinking – and what they should be thinking. How can we trust this kind of automated feedback? For instance, what constitutes a “substantive” post? Or the level of critical thinking? Is it truly reflective of this learner’s place within the larger continuum of their intellectual evolution? Good. Pursue these questions. And encourage your students to do the same. You can locate a reflective assignment in this nexus between Analytics and ways of knowing.

Questions for Ways of Knowing Reflection

1. If you were designing a rubric evaluating your Discussion Board contributions, what elements do you think would constitute a “substantive” post?
2. How could you demonstrate independent thinking on Discussion Board posts? Try to point to specific examples in which you have been successful in doing so, or instances in which you could improve upon independent thinking.
3. What kind of knowledge do we work with in class that is “uncertain”?
4. How have other students addressed ideas in a way that deepened or broadened your understanding of the contexts surrounding it?
5. If you look at your Discussion Board post(s), what evidence might you present for where your thinking currently lies within the model? (Absolute, Transitional, Independent, Contextual)
6. How did this Discussion Board post require you to construct knowledge for yourself?

Epistemological reflection equips college students with the cognitive tools they need to thrive in the information age. It enables them to navigate the complexities of a digitally connected world, make informed decisions, contribute meaningfully to discussions, and continue growing intellectually long after their formal education has ended.

 

References

Baxter Magolda, M.B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey-Bass.

Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986). Women’s ways of knowing: The development of self, voice and mind. New York: Basic Books.

Bock, M. T. (1999). Baxter Magolda’s epistemological reflection model. New Directions for Student Services, 1999(88), 29. https://doi-org.marshall.idm.oclc.org/10.1002/ss.8803

King, P.M., Kitchener, K.S. (1994). Developing reflective judgment. San Francisco: Jossey-Bass.

Perry, William (1970). Forms of intellectual and ethical development in the college years. New York: Holt, Rinehart and Winston.

West, E. J. (2004). Perry’s legacy: Models of epistemological development. Journal of Adult Development, 11(2), 61–70. https://doi-org.marshall.idm.oclc.org/10.1023/B:JADE.0000024540.12150.69