6.2 Epistemology and Basic Methodology

Augustus stating "and that is how I saved Epistemology' surrounded by attentive listeners
The cartoon rendition of Augustus explaining epistemology to his learners may not be as easy as it seems. Image from Maximus Confesses, https://medium.com/the-liturgical-legion/augustinian-epistemology-d8ae3b25023c

The basis of learning is grounded in knowledge of a specific topic or idea. Because of different worldviews and experience, knowledge can be different from one individual to the next. Inside of an organization, one leader may have a different set of knowledge and skill set compared to the next leader. Epistemology, according to Hofer and Pintrich, “is a branch of philosophy concerned with the nature and justification of knowledge”[2]. This applied concept has to do with the idea of consensus. The justification comes from the consensus of ideas. One example would be the scientific consensus that the earth and the planets in the solar system follow the heliocentric model (revolve around our parent star: the Sun). However, with different worldviews and different life experiences, one might disprove that scientific model.

This introduces the idea of epistemology: one who has the knowledge of a scientifically proven epistemological method has the duty to teach one who might not follow a consensus about a topic. This is not to say one is more wrong than the other, rather, one must show the knowledge first hand with empiricism and rationality.

With the introduction of a scientific ideal, there is a scientific method to teaching. The scientific method of teaching is based on grounded theory, research, and conflicting theories of some research commonly driven by epistemological differences[2]. Along with the epistemological side, there is also a side that is grounded in the teacher’s experiences. These experiences can shape the worldview of an individual, therefore they should not be the main measure in a good teacher.  One could have great knowledge and no experience, where another could have a host of experience, but limited consensus knowledge.

Keep this in mind when thinking about how learning within organizations can be developed and cultivated through epistemology. The difference between individual needs and motivation will be looked at, along with the concepts of equity, expectancy, goal setting and self-efficacy. As an exercise, see how the ideas presented in organizational learning theories justify their base of knowledge, and contextualize what theories follow an epistemological model. Figure 1 shows how justification through knowledge can be reached with an issue based model.

A Rhetorical Rules diagram that forms a triangle. At the top is Issue. Immediately to the right is and arrow that loops back to Issue and says Questions or is-suggested-by or replaces. Immediately to the left is an arrow that loops back to Issue and says Generalizes or Specializes. The bottom right of the triangle says Argument. Pointing from Issue to Argument is an Arrow saying Questions or is-suggested by. The bottom left of the triangle says Position. Two arrows point from Argument to Position and they say Supports, and Objects-to. An arrow points from Position to Issue and says Responds-to. An arrow points from Issue to Position and says Questions or is-suggested-by.
Figure 1: Issue-Based Information System: Rhetorical Rules Diagram with Three Nodes (Source: Jeffrey E. Conklin; Michael L. Begeman. 1988. gIBIS: a hypertext tool for exploratory policy discussion. Long description.

Review Questions:

  1. What is epistemology according to Hofer and Pintrich?
  2. What is the scientific method of teaching?
  3. What are the three steps of the Rhetorical Rules Diagram?
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Leadership in the Workplace Copyright © by Clayton Smith; Carson Babich; and Mark Lubrick is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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