The DOI matches its Crossref record.
Education and the Advancement of Understanding
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“As understanding is widely acknowledged as one of the fundamental aims of education, the answer to these questions depends on whether ChatGPT fosters or could foster the acquisition of understanding in its users.”
From ChatGPT, Education, and Understanding (2025) · cites this paper as Elgin 1999
Citations
Cites
Still being checked.
Cited by
Sorted by citations
No understanding without explanation
Strevens, M. (2013) · Studies in History and Philosophy of Science Part A · doi:10.1016/j.shpsa.2012.12.005 · Cited by 359
Epistemic Virtue and the Epistemology of Education
Pritchard, D. (2013) · Journal of Philosophy of Education · doi:10.1111/1467-9752.12022 · Cited by 122
Peels, R. (2023) · doi:10.1093/oso/9780197654514.001.0001 · Cited by 53
Towards a critical pedagogy of place for environmental conservation
Ajaps, S., & Mbah, M. F. (2022) · Environmental Education Research · doi:10.1080/13504622.2022.2050889 · Cited by 58
On the Relationship Between Belief and Acceptance of Evolution as Goals of Evolution Education
Smith, M. U., & Siegel, H. (2016) · Science & Education · doi:10.1007/s11191-016-9836-4 · Cited by 42
Metadata
- Authors
- Elgin, C. Z.
- Corresponding author
- Elgin, Catherine Z.
- ORCID
- Elgin, Catherine Z.
- Venue
- Proceedings of the Twentieth World Congress of Philosophy
- Publisher
- Philosophy Documentation Center
- Published
- 1999
- Pages
- 131-140
- OpenAlex
- W2780684998
- Cited by
- 61
- References
- 0
- Citations by year
- 2025: 2 · 2024: 15 · 2023: 28 · 2022: 3 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 2 · 2016: 1 · 2013: 3
- FWCI
- 0.00
- Type
- book chapter
- Language
- en
- Open access
- closed
- Topics
- Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
- Social Sciences › Arts and Humanities › Philosophy › Epistemology, Ethics, and Metaphysics
- Social Sciences › Education › Educational theories and practices
- Keywords
- education, understanding, cognitive development, knowledge acquisition
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Education and the Advancement of Understanding. https://app.cochat.ai/papers/10.5840/wcp201999356
- The paper
- Elgin, C. Z. (1999). Education and the Advancement of Understanding. Proceedings of the Twentieth World Congress of Philosophy. https://doi.org/10.5840/wcp201999356
