Virtue Epistemology as a Generator for a New Perspective in Curriculum

The primary purpose of this study is to investigate the implications or functions of virtue-based epistemology in the field of curriculum studies and especially its sub-field, namely normative theories. To achieve this goal, first, the theory of virtue-based epistemology was explained by reading the responsibility-oriented and emphasizing the views of Linda Zagzebski, and then the implications of this theory on the four essential elements in curriculum development, including purpose, content, teaching-learning methods and evaluation was explored. The findings indicated that under the influence of virtue-based epistemology, curricula will focus on understanding; the content will include a combination of disciplinary content and intellectual virtues. Teachers will do their role by questioning and leadership and giving motivation to students. Learners will play their role by taking responsibility for their learning and using critical thinking. In evaluation, according to the purpose, two types of it, formative and summative, will be used. The virtue-based epistemological theory also can produce normative theories or new perspectives in the field of curriculum studies. This result was obtained by examining the differences between the curriculum perspectives based on the theory of virtue-based epistemology and other perspectives in curriculum studies.