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  1. An argument for egalitarian confirmation bias and against political diversity in academia.Uwe Peters - 2020 - Synthese 198 (12):11999-12019.
    It has recently been suggested that politically motivated cognition leads progressive individuals to form beliefs that underestimate real differences between social groups and to process information selectively to support these beliefs and an egalitarian outlook. I contend that this tendency, which I shall call ‘egalitarian confirmation bias’, is often ‘Mandevillian’ in nature. That is, while it is epistemically problematic in one’s own cognition, it often has effects that significantly improve other people’s truth tracking, especially that of stigmatized individuals in academia. (...)
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  • What Is the Function of Confirmation Bias?Uwe Peters - 2022 - Erkenntnis 87 (3):1351-1376.
    Confirmation bias is one of the most widely discussed epistemically problematic cognitions, challenging reliable belief formation and the correction of inaccurate views. Given its problematic nature, it remains unclear why the bias evolved and is still with us today. To offer an explanation, several philosophers and scientists have argued that the bias is in fact adaptive. I critically discuss three recent proposals of this kind before developing a novel alternative, what I call the ‘reality-matching account’. According to the account, confirmation (...)
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  • Student teachers' discipline strategies: relations with self-images, anticipated student responses and control orientation.Romi de Jong, Jan van Tartwijk, Theo Wubbels, Ietje Veldman & Nico Verloop - 2013 - Educational Studies 39 (5):582-597.
    Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers? use of discipline strategies is largely unknown. In this paper, we examine student teachers? beliefs in relation to their discipline strategies. Three clusters of discipline strategies are distinguished: sensitive, directive and aggressive discipline strategies. Beliefs that were taken into account are self-images on (...)
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  • Scaffolding knowledge.Alessandra Tanesini - 2022 - Philosophical Issues 32 (1):367-381.
    In this article I argue that often propositional knowledge is acquired and retained by extensive reliance on physical and social scaffolds that create an environment or niche conducive to knowledge. It is incumbent on epistemologists to subject these aids to epistemic assessments. I show that several of the activities involved in the creation of niches within which inquiry can thrive are carried out by whole cultures. New generations benefit from inheriting these niches whilst being able to improve upon them to (...)
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  • “I Demand More of People”: Accountability, Interaction, and Gender Change.Jocelyn A. Hollander - 2013 - Gender and Society 27 (1):5-29.
    Although accountability lies at the heart of the “doing gender” perspective, it has received surprisingly little attention from gender scholars. In this article, I analyze the different ways that scholars have conceptualized accountability. I propose a synthesis of these various understandings, and demonstrate the utility of this conceptualization with examples from my research on feminist self-defense training. This analysis sheds light on both the workings of accountability and the process of change in gender expectations and practices. I conclude by considering (...)
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