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B. Magolda Model of

Epistemological Reflection

J. Dantas & A. Farina

EDU 731

Theory Presentation/Discussion

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Background

Information

Current Professional Title Distinguished

Professor in Educational Leadership @

Miami University (Ohio)

Education:

Ph.D. The Ohio State University

-College Student Personnel/Higher Education

M.A. The Ohio State University

-College Student Personnel/Higher Education

B.A. Capital University

-Psychology/Sociology

The Role of Higher Education:

I think that there is a great fear that if students think for themselves,

they will not value what their parents and leaders want them to value. In

reality when students have genuine values, they know why they have

them; they hold them more strongly.

--

We as adult educators know what it takes to function in adult life. We

also know that our students have yet to develop those capacities we

have identified. It is not something that we can ignore because it cannot

be measured. Look at how long we have struggled with alcohol abuse

issues. Are we making progress with fraternity hazing? People are not

willing to say we have to approach peoples development. We see what

happens when people do not have these capacities.

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The Study 1986 5 year longitudinal study

Participants:

A.101 Total Students

B. 51 Women/50 Men

C. Predominately White

ethnic groupsD. 3 non-White Participants

Research Method: Interviews

Focused on knowledge from

freshman year to 1 year after

graduation.

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Six Principles Process & Results

1. The making of meaning is influenced by each individuals worldview and

by interaction with others and depends on the context of an individuals

experience.

2. Ways of knowing can best be understood through the principles ofnaturalistic inquiry, which preserve the integrity of individual stories and

experiences.

3. Reasoning patterns are not mutually exclusive and may shift in changing

contexts and over time.

4. Patterns are related to, but not dictated by, gender.

5. Student stories and interpretations of patterns cannot automatically be

generalized to other contexts.

6. Ways of knowing, and reasoning patterns within them, were presented

as patterns in order to describe the predominant ways of knowing.

--(Bock, 1999, p. 29-30)

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Magoldas Model of

Epistemological Reflection

Absolute Knowing

Transitional Knowing

Independent Knowing Contextual Knowing

Gender patterns exist in

the first 3 stages.

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Absolute Knowledge

Knowledge exists as a certainty.

Possessed by authority figures (teachers). Students see no place for them in the

creation of knowledge.

Students role is to obtain knowledge fromteachers.

There are right and wrong answers.

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Absolute Knowledge Contd.

Women - Receiving Knowers.

An internalized approach to learning, Silent

Learners.

Believe it is their responsibility to collect

information without criticizing and use evaluation

as a chance to show their knowledge. If they are having a difficult time learning then

they must listen better or study differently.

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Absolute Knowledge Contd.

Men - Mastering Knowers.

Takes a verbal and interactive approach to

learning.

They believe it is the teachers responsibility to

share knowledge in an interesting way but they

share a mutual responsibility for learning. They are evaluated based on their ability to

exchange knowledge with teachers and peers

effectively.

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Transitional Knowledge

Recognize that some areas of knowledge

are certain, and some are uncertain.

Hearing the viewpoints of others helps to

develop understanding.

Students become focused on the processof learning rather than acquisition of facts.

Expects evaluation of work to affirm their

ideas.

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Transitional Knowledge Contd.

Women- Interpersonal Pattern.

Relationships and personal knowledge are

central to the learning process.

Focus is uncertainty and they rely on their

peers for answers.

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Transitional Knowledge Contd.

Men - Impersonal Pattern.

Focus on mastering the learning process. See instructors as individuals who resolve

their uncertainty and improve their

understanding. Utilize peers only to facilitate the learning

process through debate or discussion.

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Independent Knowledge

Students discover that most knowledge is

uncertain.

Value their own opinions and those of

others (reserving the right to disagree).

Everyone is entitled to his/her own beliefs. Feels no pressure to persuade or be

persuaded.

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Independent Knowledge Contd.

Women - Interindividual Pattern.

Use the interchange of their views andothers views to clarify their way of thinking.

Attribute differences in knowledge to

individual biases or individual opinion. Expect instructors to share in the value of

their ideas and to work with the students in

the evaluation process.

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Independent Knowledge Contd.

Men - Individual Pattern.

Focus on their own thinking and opinions. Value exchanges with peers but not with

the purpose of changing their views.

They expect that classroom evaluation oftheir progress will be centered around their

thinking and on beliefs about the subject

matter.

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Contextual Knowledge

Individuals tend not to formulate ideas

before considering the context of each

situation or issue.

Individuals no longer accept their own and

others views without further analysis.

The process of making judgments, and

integrating and applying knowledge, within

a context is the hallmark of a contextual

knower (Bock, 1999, p. 36).

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Application to

Student Affairs

Focus:

Career Services for Students

-Each stage not necessarily

age or class related.

-Absolute Knowing =

Freshman year.

-Transitional = Junior and

Senior year.

-Career counselors need tofocus on individual needs of

students and tailor career

advice appropriately.

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Career Services Contd.

Absolute Knowledge Career counselors are

seen as the experts.

Transitional Knowledge Level of

understanding increases. There is a greatersense of how an individual fits in a particular

career track.

Independent Knowledge Own opinions are

formulated and freely expressed.

Contextual Knowledge Develop own career

path.

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References

Bock, M.T. (1999). Baxter Magoldas Epistelmological reflection model. New Directions for Student

Services, 88, 29-40.

Educational Leadership (n.d.). {Photo}. Retrieved from

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NnM%3Bhttp%253A%252F%252Fwww.units.muohio.edu%252Feap%252FEDL%252Fimages%252F

edlfaculty%252Fbaxtermagolda.jpg%3Bhttp%253A%252F%252Fwww.units.muohio.edu%252Feap%2

52FEDL%252Ffaculty%252Fbaxter_magolda.html%3B150%3B184

Edwards, P. (Ed.). (1967). The encyclopedia of philosophy. New York: Macmillan.

Magolda, B. (2009).Authoring your life: Developing an internal voice to navigate lifes challenges.

Sterling, VA: Stylus.

Perry, W.G. (1970). Forms of intellectual and ethical development in the college years: A scheme.

New York: Holt, Rinehart, and Winston.

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