Baxter Magolda's Epsitemplogy Reflection
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During my College Student Development course we were assigned to learn about a particular theory of our choosing to then teach the class. I chose to learn about Baxter Magolda's Epistemology Reflection.
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Baxter Magolda's Epsitemplogy Reflection
- 1. Baxter Magolda’s Epistemology Reflection Presented by: Brandi Hoffman
- 2. Marcia Baxter Magolda • 1974 B.A Capital University ▫ Major Psychology ▫ Minor Sociology • 1976 M.A. The Ohio State University ▫ College Student Personnel/ Higher Education • 1983 Ph. D. The Ohio State University ▫ College Student Personnel/ Higher Education • Distinguished Professor, Educational Leadership, Miami University of Ohio Teaching and advising in the Student Affairs in Higher Education graduate program
- 3. The Theory • Epistemology Reflection • 5 year longitudinal study at Miami University of Ohio • Interview based ▫ 101 students: 51 women, 50 male, 3 underrepresented groups 70 students participated for the full 5 years: 2 from underrepresented groups
- 4. The Four Stages • First Stage: Absolute Knowing • Second Stage: Transitional Knowing • Third Stage: Independent Knowing • Fourth & Final Stage: Contextual Knowing
- 5. Absolute Knowing • Knowledge is certain and comes from authorities • Focus is on the acquisition or achievement of knowledge • Evaluation- reproduction of knowledge to determine accuracy.
- 6. Two Patterns Receiving Mastering • Listening and recording knowledge to learn • Students desire participation in class, showing instructor interest and actively “mastering” material
- 7. Transitional Knowing • Movement into by understanding authority can be unreliable • Acceptance that some knowledge is uncertain • Focus is on understanding and processing knowledge
- 8. Two Patterns Interpersonal Impersonal •Attempting to connect to the subject, sharing views and linking one’s perspectives with that of others. Especially within uncertainty. •Focus more on their own perspectives and defending their opinions. More likely to separate self from others and the subject matter.
- 9. Independent Knowing • Knowledge is viewed as mostly uncertain • Thinking for yourself and creating individualized truths • Establishing and understanding subjective points of view
- 10. Two Patterns Inter-individual Individual • Places value on one’s own ideas as well as the ideas of others •More attention given to the individual’s own thinking
- 11. Contextual Knowing • Identifying criteria in which to make choices • Knowledge exists in a context and is judged on evidence compared to the context
- 12. Strengths and Criticisms Strengths Criticisms • Guided interviews allowed key influence discussion with students sharing experiences and the meaning they made • Applications within higher education • On going study- lead to the development of her Self- Authorship theory • Leaned toward testing theories of Perry and Belenky in beginning of research study • Students of color represented only 3% of population • Frame of the study as a study about learning
- 13. Interesting Information • Learning in the Whole House. ▫ Keynote address, Kent State University October, 2009 • Dr. Baxter Magolda teaches student development theory
- 14. References Baxter Magolda, M. (2004). Evolution of a Constuctivist Conceptualization of Epistemology Reflection. Retrieved from http://citl.indiana.edu/files/pdf/baxter_1.pdf Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey- Bass. Baxter Magolda, M. Miami University of Ohio Staff Directory. Retrieved from http://www.units.miamioh.edu/eap/edl/documents/facultyCV/BaxterMagolda.pdf
Editor's Notes
- Personal Epistemology- beliefs about self, learning, classroom instruction, and your sphere of influence specific beliefs are part of personal epistemology Epistemology Reflection- assumptions about the nature, limits, and certainty of knowledge and how those epistemological assumptions evolve during young adulthood There are different things that impact how you know what you know. For example: How you as a man or you as a woman can influence how you know what you know. Epistemology transformation-is a shift to a more complex set of epistemological assumptions rather than gaining particular learning strategies or skills Intentional in gender balancing as crucial to tracing the role of gender in intellectual development
- About 2/3rd of the 101 participants assumed this certainty of knowledge in their first year and half continued this way of knowing during sophomore year Expectations of this include: Teachers communicate information clearly so students understand it Students obtain knowledge from instructors Peers share material and can explain it to one another Evaluation means showing the teacher that you have acquired that knowledge EX: Cut and dried information, right or wrong perspective. Students maintain by memorizing information and then putting that information back down for the teacher to read. (History tests, accounting there is a right answer to a question)
- Receiving: Ex: Listening during a lecture and taking notes from an overhead. Asking questions if there is a problem Mastering: Ex: Desire is active involvement and class participation. The chance to demonstrate knowledge. By asking and answering questions to the professor (authority). Active involvement did not necessarily indicate more complex ways of knowing
- 1/3 of interviewees entered college with assumptions more complex than absolute knowing Perceived knowledge as absolute in some areas but uncertain in others. (transitional knowing to reflect the participants’ transition from certainty to uncertainty In areas where transitional knowers can interpret that there is a right answer they hold many of the same expectations of absolute knowers In areas of uncertainty or the absence of a right answer transitional knowers exhibit a shift from acquiring knowledge to understanding it. Teachers should focus on understanding and application of knowledge Evaluation: focused on understanding rather than on memorization Using peers to explore different interpretations EX: Exploring the idea that there may be more than one right answer to a question or a way to view a case or interpret a story or poem. Real Life Example: Freshmen year me- In Humanities Literature not being able to understand how to interpret the passages correctly 53% of participants used this way of knowing their sophomore year 83% their junior year 80% their senior year
- Interpersonal: Ex: Listening to others students contribute their ideas in class discussion prior to giving input of the student’s own Impersonal: Ex: Debate and class discussion interests students to help explain and expand their knowledge
- Predominate way of knowing for 16% of seniors There is not a right answer or a wrong answer but a your answer or a my answer More readily occurred in employment and graduate school contexts 57% using this within the 5th year of interviews *Struggle can emerge from learning to listen to oneself EX: Our discussions in the openings of class on interpretations of the theories we have read and our views of how they can apply to our students Expectations of knowledge changes Thinking for yourself Sharing views with peers to expand thinking Expecting teachers to promote independent thinking and avoid judging student’s opinions
- Inter-Individual- listening to peer views for or against an argument and deciding the ultimate credibility and what views should or should not influence personal knowledge In an argument you hear one side, then the other and can come to a decision of what you think is credible to create your own way of thinking Individual- Point of view compared with other’s perspectives not created and tweaked by others perspectives
- Something you know as a fact may apply differently in different situations Achieved in graduate school or beyond in employment.
- Strengths: Applications to student affairs Validating students as knowers is essential to encouraging the development of their voices Situating learning in the students’ own experiences legitimizes their knowledge as a foundation for constructing new knowledge Provides a link between the world of student and academic knowledge Criticisms: Narrow focus on gender lead to her overlooking race as an influencing factor Study about learning overlooked important dimensions of development for students that was not apparent (relationships, identity)