A Contextualized, Pragmatic Exploration of Epistemic Cognition Among Nontheistic and Nonreligious College Students

• In Event: 14.021 - A Closer Look at the Self in Research and Practice

Abstract

Among numerous learning outcomes, college students are encouraged to identify, evaluate, and effectively and responsibly use and share information with the aim of improving knowledge (AAC&U, 2007). This improvement of knowledge is described by Chinn, Rinehart, and Buckland (2014) as epistemic aims, or the process of gaining more knowledge and understanding of that knowledge. Responding to Taylor’s (2016) call of the need for more critical and nuanced perspectives in cognitive development research, I explored nontheistic and nonreligious students’ epistemic beliefs and aims towards two controversial online sources. Findings suggested that participants’ epistemic beliefs differed significantly and that their rationalization of intended aims provided insight into their (non)epistemic values. I conclude with implications that challenge assumptions of cognitive complexity and decontextualized notions of epistemic cognition.

Author

• Amanda Armstrong, College of William and Mary