Exciting news, Karen Littleton and I have just had our paper ‘Socialising Epistemic Cognition’ accepted for publication in [Educational Research Review]1, (5 year impact factor > 5). People who know me will know I’m not particularly effusive about lots of the things I’ve written…on this paper though, Karen and I are both incredibly proud of the quality of work we’ve developed. This is without a shadow of a doubt one of the best things I’ve ever written (and may write for a while!) and sets an onward trajectory for work building on the position we outline. We started working on the paper maybe 3 years ago, and it draws on both philosophy and psychology (as applied to education), in a way that is quite distinctive to my background in those disciplines. The paper went through a few rounds of review, and was improved immeasurably by those reviews, most of which highlighted that they saw the potential significance of the paper. I’m incredibly grateful to those reviewers and the other people who commented on and discussed earlier versions of the thinking that went into the paper (who are acknowledged in the paper), and to my wonderful co-author Karen; of course, any errors are my own, and do cite the final published version rather than this version. > We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and construct (or co-construct) their knowledge claims. We frame prior research in terms of this new approach to provide an exemplification of its application. Practical implications for research and learning contexts are highlighted, suggesting a re-focussing of analysis on the collective level, and the ways knowledge-standards emerge from group-activity, as a communicative property of that activity. DOWNLOAD [HERE: Socialising Epistemic Cognition Educational Research Review (pdf)]2