Epistemic Complexity Research Articles

Reliability and Interpretability in Science and Deep Learning

In recent years, the question of the reliability of Machine Learning (ML) methods has acquired significant importance, and the analysis of the associated uncertainties has motivated a growing amount of research. However, most of these studies have applied standard error analysis to ML models—and in particular Deep Neural Network (DNN) models—which represent a rather significant departure from standard scientific modelling. It is therefore necessary to integrate the standard error analysis with a deeper epistemological analysis of the possible differences between DNN models and standard scientific modelling and the possible implications of these differences in the assessment of reliability. This article offers several contributions. First, it emphasises the ubiquitous role of model assumptions (both in ML and traditional science) against the illusion of theory-free science. Secondly, model assumptions are analysed from the point of view of their (epistemic) complexity, which is shown to be language-independent. It is argued that the high epistemic complexity of DNN models hinders the estimate of their reliability and also their prospect of long term progress. Some potential ways forward are suggested. Thirdly, this article identifies the close relation between a model’s epistemic complexity and its interpretability, as introduced in the context of responsible AI. This clarifies in which sense—and to what extent—the lack of understanding of a model (black-box problem) impacts its interpretability in a way that is independent of individual skills. It also clarifies how interpretability is a precondition for a plausible assessment of the reliability of any model, which cannot be based on statistical analysis alone. This article focuses on the comparison between traditional scientific models and DNN models. However, Random Forest (RF) and Logistic Regression (LR) models are also briefly considered.

Moral education as the practice of virtue

Abstract This article proposes to reconceive moral education on the model of spiritual practice. Such an education would be defined not by its content—that is, explicit instruction about moral rules or particular virtues—but rather by the form of its constituent activities. Drawing on the works of both Plato and Foucault, the article addresses questions about the epistemic complexity of virtue raised in Mark E. Jonas and Yoshiaka Nakzawa’s A Platonic Theory of Moral Education. It then goes on to suggest that the form of spiritual practice is uniquely suited to the cultivation of virtue understood on their Platonic model.

Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

AbstractWith an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize epistemic orientation and understandings of epistemic tools for adaptive teaching, making this study distinct from previous research on AdTex. In particular, this study shows a new way to create systematic profiles of AdTex based on the multiple qualitative data sources, including vignettes, interviews, and reflections collected through a multiple‐case study with 24 teachers. The qualitative profile analysis suggests that the development of epistemic resources is closely related to teachers' attention to student ideas, student agency, and a balance between flexibility and productivity regardless of context. The analysis demonstrates that the development of epistemic resources can represent the degree of development of AdTex and provide a rich research pathway for future analysis.

UM MANIFESTO PELO BEM VIVER: A MARCHA DAS MULHERES NEGRAS NA AMAZÔNIA PARAENSE

From the Manifest of Rede Fulanas - Negras da Amazônia Brasileira for the March of Black Women 2015, this article aims to bring to light the epistemic complexity of a narrative that centralizes black Amazonian or Afro-Amazonian thought and its intellectual legitimacy. The document presents issues that have been importants to black women's movements in the Amazon for many decades. Furthermore, it places Well Live on the horizon, bold Nilma Bentes’ name as a leadership that moves and makes this community move and strengthens and presents the March as a result of a process, not as an end in itself. The March of the Black Women 2015 is Fulana!

Methods and strategies to promote academic literacies in health professions: a scoping review

BackgroundUniversities enroll students from diverse backgrounds every year, with 300 million students expected in higher education by 2025. However, with widening participation, increasing numbers of students enrolling in higher health education and future health professions will be underprepared to meet demands of academic literacies, i.e. ability to read, interpret and critically evaluate academic texts and communicating the understanding verbally or in writing. The aim of this scoping review was to describe and explore methods and strategies to promote development of academic literacies.ResultsThirty-one relevant studies were included and analyzed according to scoping review guidelines. The results showed four strategies: (1) integrating learning activities to develop academic literacies in the regular curriculum, (2) changing the course design with new methods for teaching and learning, (3) establish collaborations amongst academics and librarian faculty, and (4) adding courses or foundation year focusing on development of academic literacies. The results are discussed in light of the United Nations Agenda 2030 Sustainable Development, Goal 4, Quality Education, and widening participation.ConclusionsAspects of widening participation and inclusion in higher education have been debated, and increasing numbers of students from diverse backgrounds are expected to enter health studies in higher education. We encourage integration of teaching and learning activities targeting parallel learning of course materials and development of academic literacies, beyond study skills. Embracing epistemic complexity and diversity as well as choosing strategic work with academic literacies may provide a starting point toward realizing sustainable development goals and widening participation.

Epistemics of the soul: Epistemic logics in German 18th-century empirical psychology.

This article examines epistemic logics in 18th-century German empirical psychology and distinguishes three basic patterns at play throughout the century. First, as empirical psychology was introduced in the 1720s, it relied on the Aristotelian-scholastic conception of experience as universal and evidently true propositions of how things typically behave in nature. Empirical psychology was here a matter of defining and demonstrating the general nature, structure, and functions of the soul by referring to experiences that most people could recognize as universally and evidently true. Second, around midcentury this logic was challenged as a new generation of philosopher-physicians launched an empirical psychology based on extraordinary medical cases. Rather than focusing on the general and universal, this new strand of case-based empirical psychology charted the individual, unique and often abnormal. Third, from the early 1770s, the interest in the individual was complemented by a new discourse on psychological method. Adopting the epistemic techniques developed within natural and experimental philosophy, empirical knowledge of the soul was seen as the result of rigorously conducted singular observations that were frequently repeated and carefully documented and analyzed. Rather than replacing one another sequentially, these three epistemic logics should be understood as cumulative. That is, despite sometimes profound differences, each new logic was layered on top of the existing ones, thereby broadening and increasing the epistemic complexity of empirical psychology.

What Is a White Epistemology in Psychological Science? A Critical Race-Theoretical Analysis.

Critical race theory guides the analysis of the nature of a white epistemology in psychological science, the consequences for the study of race, and how scientific racism has been possible in the pursuit of knowledge. The article argues that race has not only been misused in the politics of psychology but misappropriated because of the logic of psychological science. The epistemic process is divided into four components to argue that naïve empiricist approaches in psychology, centered on scientific method, prevent an intricate understanding of race. Reasons for privileging method in psychology and the consequences of a white epistemology are discussed, including a narrow epistemic horizon and an inability to account for the temporality and contextuality of psychological phenomena. Ignorance, failure, or unwillingness to account for epistemic complexity when studying race are identified as problems. Questions about who benefits from narrow epistemologies are answered and suggestions for a broader practice of knowledge and education are provided.

Bhaṭṭa Jayanta on Epistemic Complexity

Bhaṭṭa Jayanta on Epistemic Complexity

Psychological underpinnings of pandemic denial - patterns of disagreement with scientific experts in the German public during the COVID-19 pandemic.

We investigated pandemic denial in the general public in Germany after the first wave of COVID-19 in May 2020. Using latent class analysis, we compared patterns of disagreement with claims about (a) the origin, spread, or infectiousness of the SARS-CoV-2 virus and (b) the personal risk from COVID-19 between scientific laypersons (N = 1,575) and scientific experts (N = 128). Two groups in the general public differed distinctively from expert evaluations. The Dismissive (8%) are characterized by low-risk assessment, low compliance with containment measures, and mistrust in politicians. The Doubtful (19%) are characterized by low cognitive reflection, high uncertainty in the distinction between true and false claims, and high social media intake. Our research indicates that pandemic denial cannot be linked to a single and distinct pattern of psychological dispositions but involves different subgroups within the general population that share high COVID-19 conspiracy beliefs and low beliefs in epistemic complexity.

Epistemic Complexity of the Mathematical Object “Integral”

The literature in mathematics education identifies a traditional formal mechanistic-type paradigm in Integral Calculus teaching which is focused on the content to be taught but not on how to teach it. Resorting to the history of the genesis of knowledge makes it possible to identify variables in the mathematical content of the curriculum that have a positive influence on the appropriation of the notions and procedures of calculus, enabling a particularised way of teaching. Objective: The objective of this research was to characterise the anthology of the integral seen from the epistemic complexity that composes it based on historiography. Design: The modelling of epistemic complexity for the definite integral was considered, based on the theoretical construct “epistemic configuration”. Analysis and results: Formalising this complexity revealed logical keys and epistemological elements in the process of the theoretical constitution that reflected epistemological ruptures which, in the organisation of the information, gave rise to three periods for the integral. The characterisation of this complexity and the connection of its components were used to design a process of teaching the integral that was applied to three groups of university students. The implementation showed that a paradigm shift in the teaching process is possible, allowing students to develop mathematical competencies.

Giants in the lab: Model conservation and the anaphoric progression of design

How is an architectural model consolidated and re-assembled in conservation to be able to continue to communicate a design concept? How does the work of care and preservation of models reveal knowledge about the often taken-for-granted dynamics of creative processes? To provide answers, this article draws on Etienne Souriau’s philosophy of creativity and follows how the ‘modes of existence’ of creative works are re-enacted in the anaphoric progression of conservation. Basing her findings on ethnography at the Canadian Centre for Architecture, the author examines the epistemic complexity of specific situations of assessing, preserving and assembling large complex scale models. Unpacking the specificity of model conservation, it is argued, allows us to challenge two established beliefs on creativity: the myth of the stable ontology of historically valuable cultural objects and the myth of teleology of creative processes. Conservation-in-action demonstrates the subtle mechanics of crafting historiographic knowledge in the arts.

Michael Polanyi and the epistemology of intelligence analysis

ABSTRACT Epistemology is at the heart of the intelligence analysis profession. Michael Polanyi’s concepts of ‘tacit knowing’ and ‘personal knowledge’ offers a more precise account for understanding the tacit process of skilfully solving problems of epistemic complexity, along with a deeper appreciation for the personal aspect of knowledge. Examining this conceptual framework offers an opportunity for re-cognizing key features of this profession, especially the personal and tacit dimensions involved in analysis. These examinations aim to contribute towards the training and education of analysts, along with offering the individual analyst a detailed language and logic for reflection and self-exploration regarding their practice.

Counselors’ Claims of Insufficient Knowledge in Academic Writing Consultations

ABSTRACT Contributing to academic literacies research, this study investigates how counselors at university writing centers in Sweden and Finland handle the micro-level management of knowledge in advice-giving. While writing counselors are experienced in academic writing, they are not necessarily familiar with students’ subject areas and may also lack access to other relevant information, such as specific writing instructions. Using Conversation Analysis, we examine how writing counselors address their lack of relevant knowledge through claims of insufficient knowledge (CIK). CIKs are typically used in assessment activities, to downgrade both positive and negative assessments, but sometimes also to upgrade positive assessments. Our findings demonstrate how the distribution of knowledge is negotiated in academic writing consultations and illustrate the epistemic complexity of this setting.

Intent and enactment: Writing in mathematics for conceptual understanding

ABSTRACTUsing a national sample of students’ writing from the National Study of Writing Instruction, this study examines the current state of writing in the mathematics classroom and the extent to which enactments align with the intentions established in the research base and curricula articulated by NCTM and the CCSS–M. Over 3,000 writing assignments from 138 students in grades, 6, 8, 10, and 12 were analyzed for functions of writing and epistemic complexity—the degree to which they explained or justified mathematical understanding. Additionally, shortanswer assignments were analyzed qualitatively for patterns in teacher-assigned prompts and student responses. Analyses reveal enactments of writing in the mathematics classroom do not align with the intent articulated by the CCSS-M. Mirroring techniques from the literacy field, a method for scaffolding students’ improved ability to write about conceptual understanding in mathematics is discussed.

The relationship between intertemporal choice and following the path of least resistance across choices, preferences, and beliefs

AbstractThe degree to which individuals prefer smaller sooner versus larger delayed rewards serves as a powerful predictor of their impulsivity towards a number of different kinds of rewards. Here we test the limits of its predictive ability within a variety of cognitive and social domains. Across several large samples of subjects, individuals who prefer smaller more immediate rewards (steeper discounters) are less reflective (or more impulsive) in their choices, preferences, and beliefs. First, steeper discounters used more automatic, less controlled choice strategies, giving more intuitive but incorrect responses on the Cognitive Reflection Test (replicating previous findings); employing a suboptimal probability matching heuristic for a one-shot gamble (rather than maximizing their probability of reward); and relying less on optimal planning in a two-stage reinforcement learning task. Second, steeper discounters preferred to consume information that was less complex and multi-faceted, as suggested by their self-reported Need for Cognitive Closure, their use of short-form social media (i.e., Twitter), and their preferred news sources (in particular, whether or not they preferred National Public Radio over other news sources). Third, steeper discounters had interpersonal and religious beliefs that are associated with reduced epistemic complexity: they were more likely to believe that the behavior of others could be explained by fixed rather than dynamic factors, and they believed more strongly in God and in the afterlife. Together these findings provide evidence for a link between individual differences in temporal discounting for monetary rewards and preferences for the path of least resistance (less reflective and/or more automatic modes of processing) across a variety of domains.

The Path of Least Resistance: Intertemporal Choice and its Relationship to Choices, Preferences, and Beliefs

The degree to which an individual prefers small immediate versus larger delayed rewards serves as a powerful predictor of their impulsivity towards a number of different kinds of rewards. Here we test the limits of its predictive ability within a variety of cognitive and social domains. Across several large samples of human subjects we find a preference for the path of least resistance in the choices, preferences, and beliefs of individuals who prefer smaller more immediate rewards (steeper discounters). First, steeper discounters used more automatic/less controlled choice strategies, giving more intuitive but incorrect responses on the Cognitive Reflection Test (replicating previous findings); employing a suboptimal probability matching heuristic for a one-shot gamble (rather than maximizing their probability of reward); and relying less on optimal planning in a two-stage reinforcement learning task. Second, steeper discounters preferred to consume information that was less complex and multi-faceted, as suggested by their self-reported Need for Cognitive Closure, their use of short-form social media (i.e., Twitter), and their preferred news sources (in particular, whether or not they preferred National Public Radio over other news sources). Third, steeper discounters had interpersonal and religious beliefs that are associated with reduced epistemic complexity: they were more likely to believe that the behavior of others could be explained by fixed rather than dynamic factors, and they held stronger beliefs in God and in the afterlife. Together these findings provide evidence for a link between individual differences in temporal discounting for monetary rewards and preferences for the path of least resistance (e.g., more automatic modes of processing) across a variety of domains. In so doing, they point toward a more unified account of cognitive style and its influence on judgments and decisions related to academic, occupational, and social success.

Group-level formative feedback and metadiscourse

This research explores the ability of grade 2 students to engage in productive discussion about the state of their knowledge building using group-level feedback tools to support their metadiscourse. Two aspects of knowledge work were common to the comparison and experimental classes: “Knowledge Building talk” (KB talk) involving teacher-student discussions and the use of Knowledge Forum, an online environment optimized to support Knowledge Building/knowledge creation and to represent and support student work and KB talks. Students in experimental conditions additionally reviewed visualizations of vocabulary use and discourse patterns during KB talk time. Two formative feedback visualization tools were co-developed by the classroom teacher and researchers to show (a) overlaps and discrepancies between words students used in their Knowledge Forum notes and words used by writers more knowledgeable in the field and (b) frequency of discourse moves indicated by students’ use of epistemic discourse markers in Knowledge Forum. These visualizations served as grounding for KB talk concerned with interpreting the visualizations and considering their implications. A comparison of two classes similar except for presence or absence of these visualizations showed significant effects favoring the experimental class in domain-specific vocabulary, repertoire of discourse moves, scientific understanding, epistemic complexity of ideas, and interpersonal connectedness of online discourse.

Epistemic Complexity in Adolescent Science Writing

Epistemic Complexity in Adolescent Science Writing

Nominal Openness and Epistemic Endogamy in ‘Global’ and ‘Provincialized’ Sociologies

Calls for global and provincialized sociologies have emerged in the last decade as thoughtful projects in contemporary sociology. In this article, I criticize the rhetorical nature and epistemic endogamy of some of those calls through case studies of sociologies in Mexico and their institutional and epistemic complexity. Avoiding reductionisms, I will characterize sociologies in Mexico as both central (mainly Westernized) and (semi)peripheral. From a critical stance, I will argue that the latter are constructed upon teleological, prescriptive and pragmatic-theory logics and constitute epistemologically legitimate ( professional) sociologies, given their logics’ internal cognitive affinity and the consistency these logics present in relation to external ideological structures and socio-political discourses. I will then make explicit some of the theoretical and disciplinary challenges these overlooked professional sociologies bring to the fore. I conclude by suggesting a postcolonial theoretical-methodological strategy to address such challenges.

The Good, the Bad and the Ugly? The Dynamic Interplay Between Educational Practice, Policy and Research

The notion of complexity — as in “education is a complex system” — has two different meanings. On the one hand, there is the epistemic connotation, with “Complex” meaning “difficult to understand, hard to control”. On the other hand, complex has a technical meaning, referring to systems composed of many interacting components, the interactions of which lead to self organization and emergence. For agents, participating in a complex system such as education, it is important that they can reduce the epistemic complexity of the system, in order to allow them to understand the system, to accomplish their goals and to evaluate the results of their activities. We argue that understanding, accomplishing and evaluation requires the creation of simplex systems, which are praxis-based forms of representing complexity. Agents participating in the complex system may have different kinds of simplex systems governing their understanding and praxis. In this article, we focus on three communities of agents in education — educators, researchers and policymakers — and discuss characteristic features of their simplex systems. In particular, we focus on the simplex system of educational researchers, and we discuss interactions — including conflicts or incompatibilities — between their simplex systems and those of educators and policymakers. By making some of the underlying features of the educational researchers’ simplex systems more explicit – including the underlying notion of causality and the use of variability as a source of knowledge — we hope to contribute to clarifying some of the hidden conflicts between simplex systems of the communities participating in the complex system of education.