Within the growing developmental literature on children's testimonial learning, the emphasis placed on children's evaluations of testimonial evidence has shielded from view some of the more collaborative dimensions of testimonial learning. Drawing on recent philosophical work on testimony and interpersonal trust, we argue for an alternative way of conceptualizing the social nature of testimonial learning. On this alternative, some testimonial learning is the result of a jointly collaborative epistemic activity, an activity that aims at the epistemic goal of true belief, but that does so by means of an irreducibly social process.
Bibliographical noteFunding Information:
Foundation for the National Institutes of Health, Grant/Award Number: NIH HD076898‐01; John Templeton Foundation, Grant/Award Number: 60502 Funding information
© 2021 John Wiley & Sons Ltd
- epistemic trust
- interpersonal trust
- shared intentionality
- social learning