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Educ. Sci. 2016, 6(1), 1; doi:10.3390/educsci6010001

The ‘Lifeblood’ of Science and Its Politics: Interrogating Epistemic Curiosity as an Educational Aim

Department of Education, University of Cyprus, PO Box2 0537, Nicosia 1678, Cyprus
Academic Editor: Andrew Stables
Received: 19 October 2015 / Revised: 19 December 2015 / Accepted: 23 December 2015 / Published: 30 December 2015
(This article belongs to the Special Issue Epistemology and Education)
View Full-Text   |   Download PDF [690 KB, uploaded 31 December 2015]

Abstract

Social- and virtue-epistemologies connect intellectual and moral concerns in ways significant for education and its theory. For most educationists, epistemic and ethical virtues are no longer dissociated. However, many political framings or operations of epistemic virtues and vices remain neglected in educational discourses. This article illustrates why a politicization of epistemic issues is relevant to education through reference to political performances of a curiosity typically considered educationally valuable. Curiosity bore political connotations from antiquity to late modernity whose exploration may add critical nuance to educational-philosophical conceptions of epistemic desire. This leads us to the main argument of the article, which is that such politicization helps us interrogate unqualified, uniform, and glorifying treatments of curiosity as an educational aim. View Full-Text
Keywords: disinterested curiosity; virtue epistemology; social epistemology; desire for knowledge; colonialism; epistemic restraint disinterested curiosity; virtue epistemology; social epistemology; desire for knowledge; colonialism; epistemic restraint
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Papastephanou, M. The ‘Lifeblood’ of Science and Its Politics: Interrogating Epistemic Curiosity as an Educational Aim. Educ. Sci. 2016, 6, 1.

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