Abstract

As educators and researchers in the 21^st Century, we must attend to our understandings of, and assumptions involving, epistemology. Exploring the processes of knowing and being can help us attend to the essence(s) of ourselves so that we are capable of meaningful, situated learning, teaching, and research. This piece is the result of a number of fortuitous factors that enabled four doctoral students and our professor, Dr. Karen Meyer, to engage in a semester of enlightening conversation about the nature of epistemology. Part of our good fortune comes from being doctoral students in the Centre for Cross Faculty Inquiry in Education, at the University of British Columbia, a location which fosters collaborative and innovative means of inquiry.