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Conceptions of Knowledge and Beliefs: A Comparison Across Varying Cultural and Educational Communities

Texas A&M University

Filip J. R. C. Dochy

Open University of Heerlen

In this study, we asked adults in the United States (n = 54) and Europe (n = 66), primarily the Netherlands, to share their views on the concepts of knowledge and beliefs. Among the 120 participants, there were three levels of expertise represented. Specifically, there were (a) adults seeking postsecondary degrees, (b) those completing graduate degrees or holding terminal degrees, and (c) those considered experts in the area of either knowledge or beliefs. While there were some similarities in the conceptions of knowing and believing within both cultural groups, differences related to the definition of and relationship between knowledge and beliefs were identified. For example, it was found that the European respondents tended to be more diverse in their viewpoints than the Americans, particularly those enrolled in undergraduate programs. However, the experts, particularly those from the United States, were more diverse and more cautious in their views than those in the other two educational groups. The implications of such findings for educational practice and future research are then discussed.

American Educational Research Journal, Vol. 32, No. 2, 413-442 (1995)
DOI: 10.3102/00028312032002413


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