Abstract:
Epistemology is involved wherever there are grounds for reflection - i.e., when observing a phenomenon, criticizing an idea, summarizing a text, selecting references, structuring information, choosing a method, analyzing data by means of a conceptual framework, proving an hypothesis, studying economics, working in physiotherapy, and so on. Indulging in epistemological considerations thus means exploring our own relationship, not only with academic or scientific knowledge, but also with the knowledge-acquisition and skills-development processes, and therefore with learning. By means of this type of critical exploration, we undertake not to systematically and meekly subscribe to scientific and subject-specific knowledge, opting instead to consider the logic of how this knowledge is produced while keeping in mind the ethical and practical issues concerned. Epistemological reflection usually involves distinguishing between several schools of thought and recognizing their differences; it actually allows experts in a given discipline to determine where they stand vis-à-vis these trends. In this article, the author discusses elements that can help us identify our epistemological stance from a disciplinary and pedagogical angle; at the same time, she highlights the impact epistemological reflection can have on teaching.
