Simpson, Robert Mark;
(2021)
Norms of Inquiry, Student-Led Learning, and Epistemic Paternalism.
In: Matheson, Jonathan and Lougheed, Kirk, (eds.)
Epistemic Autonomy.
(pp. 95-112).
Routledge: New York, NY, USA.
Preview |
Text
Norms-Inquiry.pdf - Accepted Version Download (209kB) | Preview |
Abstract
Should we implement epistemically paternalistic measures outside ofthe narrow range of cases, like legal trials, in which their benefits and justifiability seem clear-cut? In this chapter I draw on theories of student-led pedagogy, and Jane Friedman’s work on norms of inquiry, to argue against this prospect. The key contention in the chapter is that facts about an inquirer’s interests and temperament have a bearing on whether it is better for her to, at any given moment, pursue epistemic goods via outward-facing evidence-acquisition, or in a more introspective, ratiocinative fashion. This makes problems for any non-consultative approach to assisting people in inquiry, and speaks in favor of approaches which, as with student-led pedagogy, aim to ‘tap into’ the inquirer’s interests and temperament in helping them to learn.
| Type: | Book chapter |
|---|---|
| Title: | Norms of Inquiry, Student-Led Learning, and Epistemic Paternalism |
| ISBN-13: | 9780367433345 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.routledge.com/Epistemic-Autonomy/Mathe... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL SLASH UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Dept of Philosophy |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10181244 |
Archive Staff Only
 |
View Item |
