Post-College Experiences and Epistemology

Abstract

Epistemological development research indicates that many seniors hold assumptions about knowledge that hinder them in forming critical perspectives. This article reports that seniors with such assumptions, after graduation, had experiences that nurtured more complex assumptions about knowledge by emphasizing independent functioning, collaboration, direct involvement in learning, and subjective decision-making. The essay recommends incorporating the characteristics of these experiences into college curricula to promote more complex ways of knowing.

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