International Journal for Educational Integrity最新文献

英文中文

Epistemic decentering in education for responsibility: revisiting the theory and practice of educational integrity 责任教育的认知去中心化:教育诚信的理论与实践再认识

Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal for Educational Integrity

Pub Date : 2023-09-15 DOI: 10.1007/s40979-023-00134-3

Hélène Hagège

Abstract There is no consensus on definitions of educational or academic integrity, and their philosophical relationship with the notion of responsibility is complex. Here, we aim to i) disentangle these three notions. We lean on a philosophical framework of ethics and our method involves different kinds of reasoning and the modeling of complex thinking. We combine this frame with a three-level epistemic dimension to allow us ii) to model the psycho-epistemic (level 1), epistemological (level 2), and phenomenological (ground 0) ways in which subjects interact with their own norms and knowledge and with those of the surrounding institutions. Finally, iii) we also aim to propose concrete educational means by which to implement educational integrity. Our theoretical findings lead us i) to consider responsibility as a process that consists of establishing a dialogical relationship between one’s inner and outer worlds, which relies on an epistemic decentering. Based on this, we argue that education for responsibility founds a new, expanded definition of educational integrity. Moreover, ii) empirical evidence suggests that this model can be operationalized by psychological indicators such as critical and complex thinking, cognitive flexibility, contextual relativism, and decentering, all of which are skills that can be fostered in spite of simplifying thinking, dogmatism, naive epistemology (and dualism) and cognitive fusion, respectively. It points to iii) the benefits of an educational approach in which subjects are encouraged to practice different types of meditation and to feel free to break institutional rules. Therefore, promoting educational integrity may require methods that lie beyond the obvious choices. After discussing the scope and limitations of our results, we propose a new research agenda for educational integrity, which could ground a field of research broader than just academic integrity, but complementary to it.

摘要对于教育诚信和学术诚信的定义尚无共识，其与责任观念的哲学关系也很复杂。在这里，我们的目标是i)解开这三个概念。我们依靠伦理学的哲学框架，我们的方法涉及不同种类的推理和复杂思维的建模。我们将这一框架与三层认知维度相结合，以允许我们ii)对心理认知(第1层)、认识论(第2层)和现象学(第0层)的方式进行建模，在这些方式中，受试者与他们自己的规范和知识以及周围机构的规范和知识相互作用。最后，提出了实施教育诚信的具体教育手段。我们的理论发现引导我们i)将责任视为一个过程，该过程包括在一个人的内在世界和外在世界之间建立对话关系，这依赖于认知的去中心化。在此基础上，我们认为责任教育建立了一个新的、扩展的教育诚信定义。此外，ii)经验证据表明，该模型可以通过批判性和复杂思维、认知灵活性、情境相对主义和去中心化等心理指标来实现，这些技能都是可以在简化思维、教条主义、朴素认识论(和二元论)和认知融合中培养的。它指出了iii)一种教育方法的好处，在这种方法中，受试者被鼓励练习不同类型的冥想，并自由地打破制度规则。因此，促进教育诚信可能需要超越显而易见的选择的方法。在讨论了我们的结果的范围和局限性之后，我们提出了一个新的教育诚信研究议程，它可以奠定一个比学术诚信更广泛的研究领域，但与之相辅相成。

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