Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE ( © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 25 October 2020

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

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.