ABSTRACT
This chapter discusses the personal epistemologies for the learning of moral values in active citizenship. It introduces the 'teaching practices for learning moral values: a holistic personal epistemological framework', which was adapted from Feucht's educational model for personal epistemology (EMPE) model to reflect epistemic climates. Promoting conflict in teacher education courses as a mechanism for change was also evident in longitudinal research by Walker et al. Changing personal epistemologies through experiences with conflict has also been demonstrated through the use of short-term interventions such as the use of refutational texts. Teachers who have an understanding of their own beliefs and knowledge are more able to adjust their behaviours to reflect their beliefs and knowledge through a process of calibration. Teachers who engage in dialogic interactions converse with children in a way that helps them to use evidenced-based reasoning. Lipman's Philosophy for Children (P4C) is an approach that also advocates for dialogic interactions.
