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Open access

Research article

First published 2024-09

Qualitative Research From Grounded Theory to Build a Scientific Framework on the Researcher’s Epistemic Competence

Angel Deroncele-Acosta, Ramiro Gross-Tur, Omar Bellido-Valdiviezo [...]

International Journal of Qualitative Methods

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Editorial

First published 2020-08

COVID-19 Health Technology Governance,Epistemic Competence,and the Future of Knowledge in an Uncertain World

Vural Özdemir, Simon Springer, Colin K. Garvey [...]

OMICS: A Journal of Integrative Biology

Retricted access

Research article

First published 2020-2

What’s wrong with an epistocratic council?

Pierre-Étienne Vandamme

Politics

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Other

First published 2010-11

It Takes One to Tango: The Effects of Dyads’ Epistemic Motivation Composition in Negotiation

Femke S. Ten Velden, Bianca Beersma, Carsten K. W. De Dreu

Personality and Social Psychology Bulletin

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Research article

First published 2016-10

Epistemic Political Egalitarianism,Political Parties,and Conciliatory Democracy

Martin Ebeling

Political Theory

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Research article

First published 2022-6

Understanding relationships between epistemic cognition and executive functioning: Implications for measurement and practice in early childhood

Sue Walker, Jo Lunn Brownlee, Laura Scholes [...]

Australasian Journal of Early Childhood

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Research article

First published 2021

Expertise as a domain of epistemics in intensive care shift-handovers

Paulien Harms, Tom Koole, Ninke Stukker [...]

Discourse Studies

Open access

Research article

First published 2025-7

Fugitive freedom and radical care: Towards a standpoint theory of normativity

Daniel Loick

Philosophy & Social Criticism

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Research article

First published 2023-7

Combining a Direct and Indirect Training Approach for Cross-Domain Competences: The Case of the Course “Pedagogy for Psychotherapists”

Nina Udvardi-Lakos, Marlene Weirich, Kim Lützenburger [...]

Psychology Learning & Teaching

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Research article

First published 2024-9

Epistemic and Deontic Authority in Parent–Teacher Conference: Referring to the Expert as a Discursive Practice to (Jointly) Undermine the Teacher’s Expertise

Letizia Caronia

Journal of Teacher Education

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