Shaffer, D. W. D. Epistemic frames for epistemic games.
Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Educational Research] are used to show that students can incorporate epistemic frames into their identities when engaged in extended educational role-playing games.
Epistemic frames are thus proposed as a possible mechanism through which sufficiently rich experiences in computer-supported games based on real-world practices may help students deal more effectively with situations in the real-world and in school subjects.
Hillsdale, NJ: Lawrence Erlbaum], epistemic frames are described as the ways of knowing, of deciding what is worth knowing, and of adding to the collective body of knowledge and understanding of a community of practice.
This paper, develops the concept of epistemic frames as a mechanism through which students can use experiences in video games, computer games, and other interactive learning environments to help them deal more effectively with situations outside of the original context of learning.
Using the biology classroom as the context for their argument, they state that the traditional scientific method "emphasizes the testing of predictions rather than ideas, focuses learners on material activity at the expense of deep subject matter understanding, and lacks epistemic framing relevant to the discipline" (p. 1).
Framing epistemic matters in terms of "injustice" marks a significant development in social epistemology, through which attention is drawn to the complex network of epistemic relations between knowers.
Hence, socio-epistemic criteria for scientific criticism may help to frame the epistemic foundation of foresight by respecting its particular practices and aims.
The problem is best framed in epistemic terms, as one of the reason that a promisee has to trust a promiser.
