Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity

Orona, Gabe Avakian

doi:10.1177/14778785211061310

Cited by 10 publications

(4 citation statements)

References 53 publications

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“…Previous research has partly substantiated this notion of malleability by showing that thinking dispositions develop over the course of educational experiences (Cacioppo et al, 1996;Colling, et al, 2022). Other work highlights how explicit intellectual character education 1 can improve thinking dispositions (Brant et al, 2020;Orona, 2021a;Orona & Pritchard, 2021). Orona and Pritchard (2021) showed that subjects who participated in a mini-online course improved on NFC and epistemic curiosity from pretest to posttest.…”

Section: The Malleability Of Thinking Dispositionsmentioning

confidence: 91%

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Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Orona¹,

Trautwein²

2023

Preprint

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Cognitive reflection is a construct measuring one’s ability to disengage automatic or type I processing and instead activate effortful deliberation, described as type II processing in dual process theories. Successfully overriding intuitive responses is posited to rely on, in part, trait-like attributes known as thinking dispositions, though a causal link has not been established. The present research is the first randomized controlled trial investigating the effect of a novel thinking dispositionintervention (TDI)—a 7-week educational curriculum—on cognitive reflection performance. In Study 1, subjects (N = 338) were randomized to either the TDI or a control condition. In Study 2, subjects (N = 86) were randomized to either the TDI or a reasoning intervention. Bayesian regression was utilized to obtain posterior distributions of the treatment effect(s). We find that subjects exposed to the curriculum aimed at promoting thinking dispositions exhibited greater increases in cognitive reflection than a control condition; however, the effects appear limited when compared to a reasoning intervention. Implications for dual process theory are discussed.

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Section: The Malleability Of Thinking Dispositionsmentioning

confidence: 91%

“…thinking styles by increasing knowledge about and the salience of such characteristics (Orona, 2021a;Orona & Pritchard, 2021). The general TDI module(s) are explained in greater detail in Orona and Pritchard (2021).…”

Section: Materialmentioning

confidence: 99%

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Orona¹,

Trautwein²

2023

Preprint

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“…To foster or inculcate epistemic virtues at the individual level, various strategies have been proposed for implementation in higher education (Kuntz and Taylor, 2021). For example, Orona et al have reported experimental successes in enhancing virtue learning among undergraduates (Orona, 2021; Orona and Pritchard, 2022; Orona et al, 2023). In an issue of Education Psychologist on “Educational responses to a ‘post-truth’ world: Diverse approaches to improving thinking about scientific issues,” the education sector’s responses to epistemic deficiency are elaborately discussed (Barzilai and Chinn, 2020).…”

Section: Improving Epistemic Virtues and Addressing Epistemic Vices I...mentioning

confidence: 99%

Deficient epistemic virtues and prevalence of epistemic vices as precursors to transgressions in research misconduct

Tang

2024

Research Ethics

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Scientific research is supposed to acquire or generate knowledge, but such a purpose would be severely undermined by instances of research misconduct (RM) and questionable research practices (QRP). RM and QRP are often framed in terms of moral transgressions by individuals (bad apples) whose aberrant acts could be made conducive by shortcomings in regulatory measures of organizations or institutions (bad barrels). This notion presupposes, to an extent, that the erring parties know exactly what they are doing is wrong and morally culpable, but had nonetheless proceeded to commit wrongful acts. However, a confession of intent to deceived is often not readily admitted by perpetrators of RM. I posit that beyond the simplistic notion of conscious moral transgression, deficits in epistemic virtues and/or the prevalence of epistemic vices have important roles to play in initiating and driving RM/QRP. For the individual perpetrator, deficits in epistemic virtues could lead to or amplify errors in one’s desperate attempt to be accomplished or to excel, and pushes one across the ethical line or down the slippery slope of misconduct. Likewise, a lack of epistemic virtue within perpetrators’ institution or organization could make it conducive for deceitful acts and suppress indications and warning signs for the former. Furthermore, epistemic vices exhibited by reviewers, editors and journals could also promote RM/QRP. In this view, epistemic failings, rather than widespread moral deficiencies of individuals within the research ecosystem, may underlie the prevalence of RM/QRP.

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“…Not only are teaching strategies available, but there is growing evidence that intellectual virtues can be developed in students. For example, a recent study by Orona (2021) demonstrated that curiosity can be deliberately cultivated in students with measurable growth. Thus, education for intellectual virtues already has a variety of teaching strategies and growing evidence of its ability to develop intellectual virtues in students.…”

Section: A Response To the Pedagogical Challengementioning

confidence: 99%

The Pedagogy of a Classroom for Intellectual Virtues

Smith

2023

Episteme

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Educating for intellectual virtue is a form of character education that aims for students to develop intellectual virtues, such as intellectual courage, humility, tenacity, honesty, curiosity, attentiveness, and open-mindedness. Recently, Kotzee et al. (2021) argued that ‘the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education’ (p. 1). In this article, partly as a response to Kotzee et al.'s (2021) challenge and partly to better understand and shape the intellectual virtues classroom, I explore at a pedagogical and epistemological level two theories I believe to be evident in the intellectual virtues classroom: virtue responsibilism and social constructivism. Through bringing these theories into conversation, I argue that a deeper understanding of the intellectual virtues classroom is elicited which is able to overcome Kotzee et al.'s (2021) pedagogical challenge for the intellectual virtues approach.

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Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity

Cited by 10 publications

References 53 publications

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Deficient epistemic virtues and prevalence of epistemic vices as precursors to transgressions in research misconduct

The Pedagogy of a Classroom for Intellectual Virtues

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