Personal Epistemology in Elementary Classrooms: A Conceptual Comparison of Germany and the United States and a Guide for Future Cross-Cultural Research

摘要: Our understanding of the cross-cultural aspects personal epistemology is limited. In particular, comparisons elementary school teachers’ and students’ have received very little theoretical or empirical attention. The current chapter aims to examine German U.S. schools in terms their philosophical practical similarities differences epistemology. Both work will be reviewed support a more holistic model epistemology, Educational Model Personal Epistemology (Haerle, 2006). light this model, we discuss our expectations for epistemic climate classrooms Germany. Drawing from discussion, suggest that researchers should approach research standpoint, employ diversity methods, obtain solid educational context under study. Regarding implications, propose possible fusion philosophies held Germany concerning implementation teacher training classroom education. Finally, recommend fostering evaluativistic thinking (i.e., way knowing focuses on evaluation decision-making among differing viewpoints) main goal education starting at level ensure future roles as productive citizens Western societies stress role endeavor.