The Humble Mindset

Becoming aware of belief and emotion while learning something new

Epistemic Recontextualisation (ER) is a reflective practice that helps become aware of the emotions, beliefs and assumptions that shape how we engage with new or challenging information. It invites us to pause and examine our internal responses before jumping to conclusions — especially when confronted with ideas we disagree with.

The term epistemic refers to how we generate and justify knowledge. Recontextualisation means putting familiar thoughts or reactions in a different context, so we can see them with fresh eyes. Together, ER encourages a shift from automatic reactions to more conscious, constructive perspectives.

This practice draws on the concept of reflexive knowledge generation (Frank, 2018): the recognition that our inner states — such as frustration, doubt or enthusiasm — shape what we accept or reject as knowledge (Rudner, 1953). Emotional responses are not suppressed in ER; instead, they are used as gateways to deeper reflection.

In this sense, both reflexive knowledge generation and ER aim to reveal how our internal processes shape our judgments about what is true or false. By applying ER, students can practice intellectual humility and develop habits of openness, curiosity and benevolence — essential attitudes for collaboration and societal learning.

Learning outcome

The student becomes aware of and is able to critically engage with unreflected emotional reactions, beliefs and motivations and approach new or conflicting information with openness and humility

Students analyse their patterns, emotions and biases when relating to new information, so that they can approach others’ perspectives with openness, humility, curiosity and benevolence.

1.Reflexive Exposure

10-15 mins

Expose students to a chosen source of information that conveys a provocative or controversial topic. For example, in a sustainability-related course, you could use a short pro-meat documentary claiming consumption isn’t harmful to the environment.

Students observe their internal reactions to this controversial content. They should take unfiltered notes on their immediate reactions to the material and write exactly what comes to mind, whether it’s disbelief (“That’s not true!”), scepticism (“The producer is probably biased”), or curiosity (“I never thought about that”). Remind them that their reactions can express acceptance or refusal of the new information.

Afterwards, students share their notes in small groups, focusing on collecting diverse perspectives to encourage an open and inclusive discussion.

Tip: provide students with the Reflexive Exposure table to use in Steps 1, 2 and 3.

2.Self-analysis

20 – 30 mins

Explain that this next step helps students reflect on their experiences and connections to the content. Emphasise that the goal is not to judge the validity of their reactions, but to recognise personal beliefs and emotions, and their impact on processing this new information.

Consider sharing a self-analysis example, using the Reflexive Exposure table for inspiration.

The following questions can be helpful:

What emotions do I feel (anger, frustration, satisfaction, …)?
How do I relate to the information? Do I accept or refuse the statements made?
What beliefs do I hold that explain or result in this reaction?

Invite students to exchange and give feedback on their self-analyses in small groups and then finally share with the entire group. This exchange might lead to adaptations or additions to their initial insights.

Tip: if students struggled with their self-analysis, this is an opportunity to deepen their insights by learning and exchanging with others.

3.Identifying Epistemic Criteria

15 – 20 mins

Epistemic criteria are the standards we use to acquire, justify and evaluate knowledge. Invite students to become aware of the criteria – both conscious and unconscious – they apply when evaluating the truth of new information. Using the Epistemic Virtues and Criteria hand-out, explain briefly what epistemic criteria are, and provide examples:

Trustworthiness and/or credibility of the author: If the author is deemed untrustworthy, their statement is rejected.
Personal knowledge and/or experience: If the argument contradicts what the learner already knows or has learned, it is rejected.

Remind students that the aim is not to judge these criteria, but to explore them openly, regardless of what they personally deem appropriate.

Students discuss their criteria based on their self-analysis. Finally, invite them to share what they identified.

Tip: use this sharing to encourage deepening the students’ understanding of how they relate to new information. For example, if prior knowledge is identified as a criterion, explore where this knowledge comes from.

4.Recontextualisation

30 mins

Students transfer their reactions and epistemic criteria to different contexts (recontextualisation), to identify incongruencies in how they process new information. First individually, and then sharing their insights in pairs or original small groups.

Using the Recontextualisation Strategies hand-out, explain the four recontextualisation strategies that students could be encouraged to apply.

Recontextualisation can be complex, so support students throughout this step. You could provide examples for each of the four recontextualisation strategies.

This might require students to revisit earlier steps to refine insights, as the process is iterative, not linear.

Tip: let students experiment with one strategy first. If time permits, they can explore all four strategies. You could assign different strategies to different groups.

5.Epistemic Virtues and Societal Change

15 mins

Epistemic virtues are intellectual qualities that foster critical thinking, curiosity and the pursuit of knowledge. Students consider how virtues like openness, curiosity, modesty and benevolence shape their understanding and impact societal transitions.

Facilitate a plenary group discussion on how evaluating information through epistemic virtues affects their interpretations. Encourage them to revisit Step 1 with fresh perspectives:

How do these virtues change their evaluation of information?
Can they explore alternative interpretations?
What new insights emerge?

For example, students may recognise that dismissing information based on personal experience limits openness to different viewpoints, while approaching it with curiosity fosters deeper understanding and dialogue.

Please note, assessment can be done either in form of a written assignment, or by applying Epistemic Recontextualisation independently to a specific case and evaluation by one of their peers or the teacher.

Students can be assessed either in written form of an assignment, or by applying Epistemic Recontextualisation independently to a specific case and evaluation by one of their peers or the teacher.

Purpose

Assessment of learning (summative assessment) aims to evaluate the extent to which students have achieved the intended learning outcomes.

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Roles

Teacher-led assessment, optionally peer assessment

Characteristics

Authentic

Materials

Assignment and assessment form for written reflection

Download Assignment for Written Reflection

Download Assessment Form for Written Reflection

Ideally, Epistemic Recontextualisation is introduced and practiced over a longer period or throughout a course, as the self-reflexive approach to processing new information is often unfamiliar to students and it takes time to develop the capacity to notice and interpret internal states while being exposed to new information. There’s no fixed duration for each step; more time simply allows for deeper engagement.

Epistemic Recontextualisation is grounded in an embodied inquiry – paying attention to one’s inner responses and processes when exposed to new evidence or information. As a teacher, emphasise this to students and explicitly invite them to explore their felt experience.

ER does not make claims about the truth or accuracy of the information students encounter. Instead, it focuses on helping them reflect on their internal reactions and processes in response to that information.

The Reflexive Exposure Table (Steps 1, 2 and 3), the Epistemic Virtues and Criteria (Step 3) and the Recontextualisation Strategies hand-out (Step 4) can be downloaded below.

Download Reflective Exposure Table

Download Epistemic Virtues and Criteria

Download Recontextualisation Strategies

Frank, P. (2018). Knowledge Generation and Sustainable Development. In W. Leal Filho (Ed.), Encyclopedia of Sustainability in Higher Education. Cham, Germany: Springer.

Rudner, R. (1953). The scientist qua scientist makes value judgments. Philosophy of Science, 20(1), 1-6.

Schoeller, D., Thorgeirsdottir, S., & Walkerden, G. (Eds.). (2024). Practicing Embodied Thinking in Research and Learning (1st ed.). Routledge.

Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.