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Magolda Model of Epistemological Reflection


J. Dantas & A. Farina EDU 731 Theory Presentation/Discussion

Background Information

Current Professional Title Distinguished Professor in Educational Leadership @ Miami University (Ohio)
Education:
Ph.D. The Ohio State University -College Student Personnel/Higher Education M.A. The Ohio State University -College Student Personnel/Higher Education B.A. Capital University -Psychology/Sociology The Role of Higher Education: I think that there is a great fear that if students think for themselves, they will not value what their parents and leaders want them to value. In reality when students have genuine values, they know why they have them; they hold them more strongly. -We as adult educators know what it takes to function in adult life. We also know that our students have yet to develop those capacities we have identified. It is not something that we can ignore because it cannot be measured. Look at how long we have struggled with alcohol abuse issues. Are we making progress with fraternity hazing? People are not willing to say we have to approach peoples development. We see what happens when people do not have these capacities.

What is Epistemology?

Epistemology Branch of philosophy focused on the nature and scope of knowledge. Personal Epistemology: A. Developmental Perspective B. Personal Beliefs C. Alternative Concept Developmental Perspective : A structure in which individuals construe the nature and origins of knowledge, of value, and of responsibility in a sequential and logical process W.G. Perry

1986 5 year longitudinal study

The Study

Participants: A.101 Total Students B. 51 Women/50 Men C. Predominately White ethnic groups D. 3 non-White Participants Research Method: Interviews Focused on knowledge from freshman year to 1 year after graduation.

Six Principles Process & Results


1. The making of meaning is influenced by each individuals worldview and by interaction with others and depends on the context of an individuals experience. 2. Ways of knowing can best be understood through the principles of naturalistic inquiry, which preserve the integrity of individual stories and experiences. 3. Reasoning patterns are not mutually exclusive and may shift in changing contexts and over time. 4. Patterns are related to, but not dictated by, gender. 5. Student stories and interpretations of patterns cannot automatically be generalized to other contexts. 6. Ways of knowing, and reasoning patterns within them, were presented as patterns in order to describe the predominant ways of knowing. --(Bock, 1999, p. 29-30)

Magoldas Model of Epistemological Reflection


Absolute Knowing Transitional Knowing Independent Knowing Contextual Knowing

Gender patterns exist in the first 3 stages.

Absolute Knowledge
Knowledge exists as a certainty. Possessed by authority figures (teachers). Students see no place for them in the creation of knowledge. Students role is to obtain knowledge from teachers. There are right and wrong answers.

Absolute Knowledge Contd.


Women - Receiving Knowers. An internalized approach to learning, Silent Learners. Believe it is their responsibility to collect information without criticizing and use evaluation as a chance to show their knowledge. If they are having a difficult time learning then they must listen better or study differently.

Absolute Knowledge Contd.


Men - Mastering Knowers. Takes a verbal and interactive approach to learning. They believe it is the teachers responsibility to share knowledge in an interesting way but they share a mutual responsibility for learning. They are evaluated based on their ability to exchange knowledge with teachers and peers effectively.

Transitional Knowledge
Recognize that some areas of knowledge are certain, and some are uncertain. Hearing the viewpoints of others helps to develop understanding. Students become focused on the process of learning rather than acquisition of facts. Expects evaluation of work to affirm their ideas.

Transitional Knowledge Contd.


Women- Interpersonal Pattern. Relationships and personal knowledge are central to the learning process. Focus is uncertainty and they rely on their peers for answers.

Transitional Knowledge Contd.


Men - Impersonal Pattern. Focus on mastering the learning process. See instructors as individuals who resolve their uncertainty and improve their understanding. Utilize peers only to facilitate the learning process through debate or discussion.

Independent Knowledge
Students discover that most knowledge is uncertain. Value their own opinions and those of others (reserving the right to disagree). Everyone is entitled to his/her own beliefs. Feels no pressure to persuade or be persuaded.

Independent Knowledge Contd.


Women - Interindividual Pattern. Use the interchange of their views and others views to clarify their way of thinking. Attribute differences in knowledge to individual biases or individual opinion. Expect instructors to share in the value of their ideas and to work with the students in the evaluation process.

Independent Knowledge Contd.


Men - Individual Pattern. Focus on their own thinking and opinions. Value exchanges with peers but not with the purpose of changing their views. They expect that classroom evaluation of their progress will be centered around their thinking and on beliefs about the subject matter.

Contextual Knowledge
Individuals tend not to formulate ideas before considering the context of each situation or issue. Individuals no longer accept their own and others views without further analysis. The process of making judgments, and integrating and applying knowledge, within a context is the hallmark of a contextual knower (Bock, 1999, p. 36).

Application to Student Affairs

Focus: Career Services for Students -Each stage not necessarily age or class related. -Absolute Knowing = Freshman year. -Transitional = Junior and Senior year. -Career counselors need to focus on individual needs of students and tailor career advice appropriately.

Career Services Contd.


Absolute Knowledge Career counselors are seen as the experts. Transitional Knowledge Level of understanding increases. There is a greater sense of how an individual fits in a particular career track. Independent Knowledge Own opinions are formulated and freely expressed. Contextual Knowledge Develop own career path.

References
Bock, M.T. (1999). Baxter Magoldas Epistelmological reflection model. New Directions for Student Services, 88, 29-40. Educational Leadership (n.d.). {Photo}. Retrieved from https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1092&bih=514&q=bax ter+magolda&oq=baxter+magolda&gs_l=img.3..0j0i5j0i24l8.445.2719.0.2965.14.14.0.0.0.0.228.1578.7 j6j1.14.0...0.0.0..1ac.1.17.img.CgyeXlGIazw#facrc=_&imgrc=3zNfeKcuEU43KM%3A%3BWWijJeiMnlNnM%3Bhttp%253A%252F%252Fwww.units.muohio.edu%252Feap%252FEDL%252Fimages%252F edlfaculty%252Fbaxtermagolda.jpg%3Bhttp%253A%252F%252Fwww.units.muohio.edu%252Feap%2 52FEDL%252Ffaculty%252Fbaxter_magolda.html%3B150%3B184 Edwards, P. (Ed.). (1967). The encyclopedia of philosophy. New York: Macmillan. Magolda, B. (2009). Authoring your life: Developing an internal voice to navigate lifes challenges. Sterling, VA: Stylus. Perry, W.G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart, and Winston.

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