Epistemology and Education

Abstract

Crotty proposes that epistemology is "the theory of knowledge embedded in the theoretical perspective and thereby in the methodology" (Crotty, 2005, p. 3). This perspective of Crotty indicates that an epistemology accounts for how knowledge guides the interpretation of the world and physical, and it is the nexus of human behaviour. Furthermore, he notes that a theoretical perspective is “the philosophical stance informing the methodology and thus providing a context for the process and grounding logic and criteria" (Crotty, 2005, p. 3), which justifies why a particular epistemology shapes behaviour, actions, and decision-making of human. Based on Crotty's perspectives, the issue of epistemology lies at the nexus of all human actions, thinking and rationale of knowledge including the provision of a guide to how they collect data, interpret the data, understand the issues, and justify beliefs. Outside of Michael Crotty, other scholars such as Alton (1989), BonJour (1985) and Zalta (2005) have examined the issue of epistemology and generally agreed that it is a way of acquiring knowledge. George Knight has joined in the discussion like the other scholars but he has taken a different variation from the other by examining philosophy and education, with the issue of epistemology being an element thereof.

While Crotty's definition of epistemology surrounds the research process, Knight's perspective is from the broad area of philosophy and the philosophical stance as it relates to education. In the book entitled 'Philosophy and Education: An Introduction in Christian Perspective' Knight did not provide a categorization of epistemologies as viewed by Crotty. Crotty classifies epistemologies in three main areas: 1) constructionism; 2) subjectivism, and 3) objectivism (Crotty, 2005, p. 5). He contends, "Constructionism is an epistemology embodied in many theoretical perspectives, including symbolic interactionism as this is generally understood" (p. 3). Crotty continues, "Objectivism is the epistemological view that things exist as meaningful entities independently of consciousness and experience, that they have truth and meaning residing in them as objects" (p. 5). On the other hand, Knight (2006) instead of using objectivism uses idealism (p. 43-49) and realism to refer to what Crotty classifies as subjectivism and constructionism (pp. 50-54).