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Healing from Doubt or Hardening Beliefs? The Impact of Cartesian Method Pedagogy on Student Epistemic Beliefs and Academic Self-Efficacy

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  • Stanley Tweyman

    (Department of Philosophy, York University)

Abstract

This study investigates the pedagogical impact of René Descartes’ method of analysis on higher education students. The central inquiry is whether teaching this method fosters robust, self-reliant inquiry or inadvertently promotes epistemic rigidity. A quasi-experimental, pre-test/post-test design was employed with 180 undergraduate philosophy students across three groups: a Cartesian Method group, a Collaborative Inquiry group, and a Control group. Over an 8-week intervention, we measured changes in epistemic beliefs (certainty, source, justification) and academic self-efficacy using validated scales. Analysis of Covariance (ANCOVA) revealed that the Cartesian Method group showed significant gains in academic self-efficacy for logical argumentation. However, this group also developed stronger beliefs in knowledge certainty and individual intuition as a source of truth, alongside a diminished appreciation for knowledge derived from collaboration or empirical evidence. These findings suggest that while Cartesian pedagogy can bolster confidence in individual reasoning, it risks fostering absolutist epistemic stances, highlighting a critical trade-off for educators designing critical thinking curricula.

Suggested Citation

  • Stanley Tweyman, 2025. "Healing from Doubt or Hardening Beliefs? The Impact of Cartesian Method Pedagogy on Student Epistemic Beliefs and Academic Self-Efficacy," European Journal of Social Sciences Education and Research Articles, Revistia Research and Publishing, vol. 12, July - Se.
    • Handle: RePEc:eur:ejserj:379
    DOI: 10.26417/bggkqy20
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