The Role of Doubt and Belief in Educational Engagement: Integrating Theory and Method

• In Event: The Epistemic Subject of Educational Authority

Abstract

This paper aims to develop a method for examining how education at both micro and macro levels is fundamentally linked to doubt and belief, drawing on Laurent Thévenot's engagement theory. The study juxtaposes this framework with the original pragmatists, including Charles Sanders Peirce, and John Dewey, to explore their compatibility and implications for educational practices. Hypothetical examples will demonstrate how micro and macro phenomena in education fundamentally concern engagement as an oscillation between doubt and belief. The primary goal of educational systems should be to foster broad engagement, enabling societies to realize diverse forms of engagement and nurture students' multifaceted investment. This study contributes to understanding how to design educational environments that promote multifaceted engagement.

Author

• Jan Frode Haugseth, Norwegian University of Science and Technology