Potential Abstract: This study delves into the complex interplay of operant epistemologies within the context of service learning, utilizing a deconstructionist framework to analyze the situationality of knowledge construction. Drawing on both AI and educational perspectives, we investigate how students’ epistemological beliefs are shaped and transformed through engagement in service learning activities. We argue that the traditional dichotomies of knowledge acquisition and application are insufficient in capturing the dynamic, context-dependent nature of learning in real-world settings. Through qualitative analysis of student reflections and project outcomes, we identify the ways in which operant epistemologies play out in service learning experiences, shedding light on the diverse ways in which individuals make sense of and interact with knowledge in situated contexts. Our findings challenge existing assumptions about knowledge transmission and reception in educational settings, highlighting the need for a more nuanced understanding of the epistemological processes at play.
Potential References:
- Settler traditions of place: Making explicit the epistemological legacy of white supremacy and settler colonialism for place-based education
- Southern occupational therapies: emerging identities, epistemologies and practices
- Discovering reality: Feminist perspectives on epistemology, metaphysics, methodology, and philosophy of science
- Mapping the epistemological journeys of five preservice teachers: the reconstruction of knowledge of challenging behaviour during professional experience
- Paradigmatic tools for communication scholar–activists: Toward a pragmatic and relational epistemology
