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date: 22 February 2019

Abstract and Keywords

This article provides a psychological account of the development of rationality in the context of education. It explains that implicit in the metacognitive conception of rationality is a constructivist conception of its development. It suggests that if rationality is fundamentally a matter of knowledge and control of our knowledge and inferences, then it presumably develops through processes of reflection and coordination. It contends that metacognitive reflection and coordination often occur in the context of social interaction and this often includes parent-child and teacher-student interactions.

Keywords: rationality, education, metacognitive conception, knowledge, inferences, parent-child interaction, teacher-student interaction

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