Abstract
This review looks at conceptual change theory through the lens of human ontogenetic development, the age-old rift between science and religion, the influence of cultural and social factors in various educational environments, and neuroscience. Although not making any particular epistemological claims per se, this review highlights the similarities between various domains of belief and knowledge in terms of the psychological mechanisms that instantiate them and considers that these insights might have implications in the domain of epistemology as well.
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