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Epistemological development in adolescence and adulthood: a multidimensional framework.

B H Pillow1

  • 1Department of Psychology, Northern Illinois University, De Kalb 60115, USA. pillow@niu.edu

Genetic, Social, and General Psychology Monographs
|November 26, 1999
PubMed
Summary

This study proposes a framework for understanding how adolescents and adults think about knowledge, detailing variations in their intuitive epistemologies. It offers insights into developmental changes in concepts of knowledge and future research directions.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Philosophy of Science

Background:

  • Epistemological development theories provide a foundation for understanding how individuals conceptualize knowledge.
  • Adolescents' and adults' intuitive conceptions of knowledge vary significantly, necessitating a structured framework for analysis.

Purpose of the Study:

  • To propose a novel framework for describing variations in adolescents' and adults' intuitive epistemologies.
  • To conceptualize naive epistemologies based on assumptions about knowledge acquisition, reality correspondence, certainty, and more.

Main Methods:

  • Review of existing theories of epistemological development.
  • Development of a conceptual framework based on nine key assumptions about knowledge.

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Main Results:

  • A framework is proposed that categorizes intuitive epistemologies by their assumptions regarding knowledge acquisition, reality correspondence, certainty, commensurability, coherence, meaning, belief evaluation, authority, and reality.
  • The framework facilitates the description of developmental changes in concepts of knowledge from adolescence to adulthood.

Conclusions:

  • The proposed framework offers a structured approach to understanding epistemological development.
  • It provides a basis for future research into core issues concerning how individuals' concepts of knowledge evolve.