Epistemic Insight: The role of character Andrew Peterson Professor of civic and moral education andrew.peterson@canterbury.ac.uk

Some assumptions Engaging in big questions, and with big ideas, is a social and relational endeavour; This engagement is involves the exchange of information, often through dialogue.

Some definitions Epistemic insight – ‘knowledge about knowledge’. Character – traits/dispositions/virtues which inform and guide conduct. Character education – formation and expression of traits/dispositions/virtues. Deliberation – exchange of views, ideas and interests as a collaborative process.

intellectual virtues Focus on the intellectual agent. Move beyond purely cognitive capacities. Cognitive, affective and volitional. Connect to the good and the good life.

Open-mindedness A challenge! Engagement with others’ ideas and interests and giving the views of others a “serious (fair, honest, objective) hearing or assessment” (Baehr, 2011, p. 152).

humility Accurate understanding of oneself, including ones limitations. Keeping an ‘unexaggerated perspective’ (Richards, 1992). A series of ‘lacks’ (Roberts, 2016).

integrity The pursuit of defensible convictions, the ability to present these to others, and the ability to adapt/change these in light of evidence. "an essentially social virtue of persons relating to one another with the shared goal of achieving correct views about the practical question of what is worth doing" (Scherkoske , 2013: 108). 

Some concluding thoughts A concern for epistemic insight should involve a concern for character. This concern is one which brings into focus ‘other-regarding’ virtues necessary to engage in deliberation with others. These virtues – including open-mindedness, humility and integrity – are educable traits which can be formed (or indeed impeded) through explicit and implicit processes.

Thank You!