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Baxter Magolda’s
Epistemology Reflection
Presented by: Brandi Hoffman
Marcia Baxter Magolda
• 1974 B.A Capital University
▫ Major Psychology
▫ Minor Sociology
• 1976 M.A. The Ohio State Univer...
The Theory
• Epistemology Reflection
• 5 year longitudinal study at Miami University of
Ohio
• Interview based
▫ 101 stude...
The Four Stages
• First Stage: Absolute Knowing
• Second Stage: Transitional Knowing
• Third Stage: Independent Knowing
• ...
Absolute Knowing
• Knowledge is certain and comes from authorities
• Focus is on the acquisition or achievement of
knowled...
Two Patterns
Receiving Mastering
• Listening and recording
knowledge to learn
• Students desire
participation in class,
sh...
Transitional Knowing
• Movement into by understanding authority can
be unreliable
• Acceptance that some knowledge is unce...
Two Patterns
Interpersonal Impersonal
•Attempting to connect to the
subject, sharing views and linking
one’s perspectives ...
Independent Knowing
• Knowledge is viewed as mostly uncertain
• Thinking for yourself and creating individualized
truths
•...
Two Patterns
Inter-individual Individual
• Places value on one’s own
ideas as well as the ideas of
others
•More attention ...
Contextual Knowing
• Identifying criteria in which to make choices
• Knowledge exists in a context and is judged on
eviden...
Strengths and Criticisms
Strengths Criticisms
• Guided interviews allowed key
influence discussion with
students sharing e...
Interesting Information
• Learning in the Whole House.
▫ Keynote address, Kent State University October,
2009
• Dr. Baxter...
References
Baxter Magolda, M. (2004). Evolution of a Constuctivist Conceptualization of
Epistemology Reflection. Retrieved...
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Baxter Magolda's Epsitemplogy Reflection

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During my College Student Development course we were assigned to learn about a particular theory of our choosing to then teach the class. I chose to learn about Baxter Magolda's Epistemology Reflection.

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Baxter Magolda's Epsitemplogy Reflection

  1. 1. Baxter Magolda’s Epistemology Reflection Presented by: Brandi Hoffman
  2. 2. Marcia Baxter Magolda • 1974 B.A Capital University ▫ Major Psychology ▫ Minor Sociology • 1976 M.A. The Ohio State University ▫ College Student Personnel/ Higher Education • 1983 Ph. D. The Ohio State University ▫ College Student Personnel/ Higher Education • Distinguished Professor, Educational Leadership, Miami University of Ohio Teaching and advising in the Student Affairs in Higher Education graduate program
  3. 3. The Theory • Epistemology Reflection • 5 year longitudinal study at Miami University of Ohio • Interview based ▫ 101 students: 51 women, 50 male, 3 underrepresented groups 70 students participated for the full 5 years: 2 from underrepresented groups
  4. 4. The Four Stages • First Stage: Absolute Knowing • Second Stage: Transitional Knowing • Third Stage: Independent Knowing • Fourth & Final Stage: Contextual Knowing
  5. 5. Absolute Knowing • Knowledge is certain and comes from authorities • Focus is on the acquisition or achievement of knowledge • Evaluation- reproduction of knowledge to determine accuracy.
  6. 6. Two Patterns Receiving Mastering • Listening and recording knowledge to learn • Students desire participation in class, showing instructor interest and actively “mastering” material
  7. 7. Transitional Knowing • Movement into by understanding authority can be unreliable • Acceptance that some knowledge is uncertain • Focus is on understanding and processing knowledge
  8. 8. Two Patterns Interpersonal Impersonal •Attempting to connect to the subject, sharing views and linking one’s perspectives with that of others. Especially within uncertainty. •Focus more on their own perspectives and defending their opinions. More likely to separate self from others and the subject matter.
  9. 9. Independent Knowing • Knowledge is viewed as mostly uncertain • Thinking for yourself and creating individualized truths • Establishing and understanding subjective points of view
  10. 10. Two Patterns Inter-individual Individual • Places value on one’s own ideas as well as the ideas of others •More attention given to the individual’s own thinking
  11. 11. Contextual Knowing • Identifying criteria in which to make choices • Knowledge exists in a context and is judged on evidence compared to the context
  12. 12. Strengths and Criticisms Strengths Criticisms • Guided interviews allowed key influence discussion with students sharing experiences and the meaning they made • Applications within higher education • On going study- lead to the development of her Self- Authorship theory • Leaned toward testing theories of Perry and Belenky in beginning of research study • Students of color represented only 3% of population • Frame of the study as a study about learning
  13. 13. Interesting Information • Learning in the Whole House. ▫ Keynote address, Kent State University October, 2009 • Dr. Baxter Magolda teaches student development theory
  14. 14. References Baxter Magolda, M. (2004). Evolution of a Constuctivist Conceptualization of Epistemology Reflection. Retrieved from http://citl.indiana.edu/files/pdf/baxter_1.pdf Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey- Bass. Baxter Magolda, M. Miami University of Ohio Staff Directory. Retrieved from http://www.units.miamioh.edu/eap/edl/documents/facultyCV/BaxterMagolda.pdf

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