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Theory & Psychology, Vol. 18, No. 1, 27-45 (2008)
DOI: 10.1177/0959354307086921

Contemporary Epistemological Research in Education

Reconciliation and Reconceptualization of the Field

Theo Niessen

MAASTRICHT UNIVERSITY, t.niessen{at}educ.unimaas.nl; t.niessen{at}fontys.nl

Tineke Abma

MAASTRICHT UNIVERSITY

Guy Widdershoven

MAASTRICHT UNIVERSITY

Cees van der Vleuten

MAASTRICHT UNIVERSITY

Sanne Akkerman

UTRECHT UNIVERSITY

In this article the authors challenge contemporary epistemological research within educational settings. After a reconciliation of the current models which treat epistemological beliefs as static and mechanical, the authors present a teaching experience to illustrate their enactivist view that epistemological beliefs should be conceptualized as fluid and dynamic constructs, emerging in web-like configurations. Answers to epistemological questions unfold within the interstices and mutual interactions between people and their environment. Boundaries between student—teacher, individual—community, cognition—bodily experience are becoming blurred. From this enactivist perspective the researcher's role changes considerably. Instead of determining teachers' personal traits and epistemological make-up, the researcher should sensitize teachers to the subtle ways epistemological beliefs are enmeshed within their day-to-day professional lives, focusing on the complex fabric of the teaching practice.

Key Words: contemporary epistemological research • education • enactivism • lived experiences • personal epistemology


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