chapter  27
Interrogating the Relation Between Conceptual Change and Epistemic Beliefs
ByP. KAREN MURPHY AND PATRICIA A. ALEXANDER
Pages 21

As educational psychologists whose philosophical orientations embrace the power of the individual mind, we nonetheless acknowledge the ever present and highly influential nature of social and contextual forces that shape and drive human thoughts and actions. That is, as educators committed to promoting students’ academic development and their journeys toward richer and more evidenced-based understandings about themselves and the world around them, we must abandon the expectation that we can ensure the desired end of that journey is ever reached. Such control for the learning and development of another is not within our purview.