An inquiry into inquiry : an observation of applied virtue epistemology in two twelfth-grade Honors classes : an honors thesis [(HONRS 499)]

Abstract

Epistemic virtues, through reflective thinking and actively "walking the path" of knowledge, are shown in two Honors AP English classes, using T.S. Eliot's "The Love Song of J. Alfred Prufrock" and Collette's "The Bracelet." The theory behind observing the students' active role in inquiry is explained by my definition of "justification," as well as by my claim that an active, dynamic, reflective, and responsibilist virtue epistemic framework is required of students to grow epistemically. Also noting different pedagogical methods such as ReQuest, reflective journaling, think alouds, and Socratic Seminars, I ultimately choose the Socratic Seminar to chronicle the development of student epistemic self-awareness along with their progress in successful inquiry. I find that the students cooperatively learn (as opposed to individually) while also discovering and reflecting on the virtues (values) that underlie their inquiry and discussion.