Learning as an epistemic activity

The life-long acquisition of knowledge is a major research topic in educational psychology. Many approaches based on the idea of learning as information processing treat learning primarily as the expansion of knowledge and the enrichment of existing knowledge structures with new information. In this article, we argue for a slightly different conceptualization of learning as an epistemic activity. Our proposal builds on the classical cognitive view of learning as information processing, but relies on a stronger notion of knowledge, according to which knowledge is construed as justified true belief. Understanding and evaluating arguments is central to learning as an epistemic activity, particularly as many learning materials are structured around arguments. Furthermore, learning as an epistemic activity requires using source information for credibility evaluations, and the avoidance of belief biases in the selection, comprehension, and evaluation of information during learning. We discuss examples of learning as an epistemic activity within the framework of the Two-Step Model of Validation (Richter & Maier, 2017, Educational Psychologist) and outline how this perspective on learning can guide future research.