Relative expertise in an everyday reasoning task: Epistemic understanding, problem representation, and reasoning competence

Weinstock, Michael

doi:10.1016/j.lindif.2009.03.003

Cited by 14 publications

(6 citation statements)

References 66 publications

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“…Experts possess both a breadth and depth of knowledge in a particular domain (Ackerman, 2003; Alexander, 2003b; Sternberg, 1998). They know how to create and evaluate such knowledge as well as how to solve new problems in their field (Weinstock, 2009). Experts’ knowledge extends beyond facts, however, and encompasses skills, such as problem-solving abilities and strategies, which they are able to deftly manipulate and handle to solve the problems they are facing (Alexander, 2003a).…”

Section: Traits Of Expertisementioning

confidence: 99%

A teacher’s guide to developing expertise through Ascending Intellectual Demand

El-Abd

2019

Gifted Education International

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How can teachers adapt the curriculum to help advanced learners attain expertise? An abundance of research exists on the topic of expertise, exploring the traits students exhibit as they progress from the initial stages of novice-like uncertainty to the more confident stages of expertise. However, fewer researchers have demonstrated how teachers can use the curriculum to propel students along this continuum toward expertise. The purpose of the present article is to integrate conclusions of prior publications with an existing and effective model of curriculum, the Parallel Curriculum Model. The resulting guide is intended to accompany the ascending intellectual demand (AID) component of PCM and provide a proposal for a systematic way to consider and assess expertise, as well as guidance for using curriculum to help challenge advanced learners to perform at expert levels.

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Section: Traits Of Expertisementioning

confidence: 99%

A teacher’s guide to developing expertise through Ascending Intellectual Demand

El-Abd

2019

Gifted Education International

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“…Cf., e.g.,Weinstock, Neuman, & Tabak (2004),Mason & Scirica (2006),Weinstock (2009).401 Suggested byHofer & Pintrich (1970) and often, with some variations, followed since then, as, for example, byWeinstock (2009).…”

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CRITIQUE OF IMPURE REASON: Horizons of Possibility and Meaning

Bartlett¹

2022

Preprint

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The _CRITIQUE OF IMPURE REASON: Horizons of Possibility and Meaning_ is a major contribution to epistemology and the philosophy of science. Thanks to the generosity of its publisher, this impressive volume of 885 pages has been published as a free open access eBook. The work is also available in a printed edition, ISBN 978-0-578-88646-6, available from Amazon, Barnes & Noble, and other booksellers. ●●●●●●●●●● The book inaugurates a revolutionary paradigm shift in philosophical thought by providing compelling and long-sought-for solutions to a wide range of problems that have concerned philosophers of science as well as epistemologists. ●●●●●●●●●● _CRITIQUE OF IMPURE REASON_ critically re-appraises such concepts as space, time, causality, consciousness, real¬ism/idealism, the self, other minds, ontology, and free will, and culminates in a revolutionary appreciation of relativity physics and quantum theory. ●●●●●●●●●● The book’s Foreword is by celebrated German philosopher/physicist CARL FRIEDRICH VON WEIZSÄCKER. ●●●●●●●●●● BARTLETT, the author of more than 20 published books, is the recipient of grants from the NSF, AAAS, RAND, Max-Planck-Institute, Lilly, Alliance Française, and others. ●●●●●●●●●● COMMENDATIONS ●●●●●●●●●● “I admire its range of philosophical vision.” – NICHOLAS RESCHER, University of Pittsburgh. ●●●●●●●●●● “Bartlett’s Critique of Impure Reason is an impressive, bold, and ambitious work. Careful scholarship is balanced by original analyses that lead the reader to recognize the limits of meaning, knowledge, and conceptual possibility.” – GERHARD PREYER, Goethe-University, Frankfurt am Main, Germany. ●●●●●●●●●● “I consider Dr. Bartlett’s work soundly conceived and executed with great skill.” – C. F. VON WEIZSÄCKER, philosopher and physicist, Director, Max-Planck-Institute, Starnberg, Germany. ●●●●●●●●●● “Bartlett has written an American “Prolegomena to All Future Metaphysics.” This is a great book, the fruit of a lifetime of research and reflection, and it deserves serious attention.” — MARTIN X. MOLESKI, Canisius College. ●●●●●●●●●● “A book on what might be called the underpinnings of philosophy. It has fascinating depth and breadth” – DON PERLIS, University of Maryland.

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“…17 Admittedly, their use of the term 'epistemology' has become very casual and semantically undisciplined, and would satisfy few philosophers whose expertise lies in the discipline of epistemology. From the standpoint of technically oriented philosophical 16 Cf., e.g., Weinstock, Neuman, & Tabak (2004), Mason & Scirica (2006), Weinstock (2009). 17 Suggested by Hofer & Pintrich (1970) and often, with some variations, followed since then, as, for example, by Weinstock (2009). epistemologists, the "epistemological understanding" that has interested these authors is situated on a comparatively elementary level, both in terms of the skills involved and the levels of student education that are investigated.…”

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confidence: 99%

“…From the standpoint of technically oriented philosophical 16 Cf., e.g., Weinstock, Neuman, & Tabak (2004), Mason & Scirica (2006), Weinstock (2009). 17 Suggested by Hofer & Pintrich (1970) and often, with some variations, followed since then, as, for example, by Weinstock (2009). epistemologists, the "epistemological understanding" that has interested these authors is situated on a comparatively elementary level, both in terms of the skills involved and the levels of student education that are investigated. Even so, this non-philosophical area of study is one of the few that partially overlaps the interest here in examining the set of skills associated with epistemological intelligence.…”

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confidence: 99%

Epistemological Intelligence

Bartlett

2017

SSRN Journal

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Relative expertise in an everyday reasoning task: Epistemic understanding, problem representation, and reasoning competence

Cited by 14 publications

References 66 publications

A teacher’s guide to developing expertise through Ascending Intellectual Demand

A teacher’s guide to developing expertise through Ascending Intellectual Demand

CRITIQUE OF IMPURE REASON: Horizons of Possibility and Meaning

Epistemological Intelligence

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