Why Does Epistemology Matter? A Personal Journey

The chapter addresses the development of epistemic cognition in history by merging the perspectives afforded by developmental studies of epistemic cognition and consciousness with the insights gained from the literature exploring the development of historical understanding and epistemically charged ideas such as evidence and historical accounts. Given the results obtained by studies attempting to assessing individual epistemic beliefs in history and teacher and student capacity to think historically, Maggioni proposes to interpret the instances of epistemic inconsistency and the challenges and limitations in developing the capacity to think historically that have been observed in light of the developmental psychology literature, and in particular of Kegan’s model of epistemic development. The chapter includes the identification of specific ideas and habits of mind that may act as stumbling blocks in the development of epistemic cognition in history and suggestions for pedagogical practice.