On the Special Epistemic Obligations of the Educator

Standley, Jeff (2025) On the Special Epistemic Obligations of the Educator. Educational Theory, 75 (2). pp. 208-226. ISSN 0013-2004

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Abstract

This paper examines the relationship between educators' epistemic character and their professional responsibilities, arguing that the role of educator carries unique epistemic obligations. Drawing on virtue epistemology and the ethics of belief, Jeff Standley contends that these obligations stem from education's core epistemic aims: cultivating knowledge and understanding, teaching reliable methods of inquiry, and fostering intellectual virtues. The paper demonstrates how educators' epistemic character influences their ability to navigate complex epistemic environments, serve as role models, and avoid impediments to teaching caused by evidentially unsupported beliefs. While acknowledging that perfect epistemic character is unattainable, Standley argues for a “good enough” standard where educators must at minimum avoid significant intellectual vices that could hinder responsible epistemic inquiry and harm student development. He concludes by considering practical implications for educator recruitment and development, advocating for greater attention to epistemic qualities in these processes.

Item Type:	Article
Identification Number:	10.1111/edth.70007
Dates:	Date Event 19 March 2025 Published Online 18 February 2025 Accepted
Uncontrolled Keywords:	teacher character, professional responsibilities, epistemic fitness, intellectual virtues, ethics of belief
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training
Divisions:	Law and Social Sciences > Education
Depositing User:	Gemma Tonks
Date Deposited:	11 Dec 2025 14:28
Last Modified:	11 Dec 2025 14:28
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16769

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