Analysis of Social Contexts of Knowledge Attribution: Philosophy and Psychology in Trading Zones

The article analyzes the problems of social epistemology in such direction as the contextuality of knowledge attribution and the possibilities of a dialogue between philosophy and psychology. With increasing digitalization, knowledge production is expanding. The transfer and use of knowledge are carried out at an unprecedented volume and at a speed unattainable for non-digital cultures. The most pressing issue is finding out the conditions of knowledge attribution. The problems of the truth of statements that a person in some fixed circumstances can be attributed to some knowledge are analyzed in the context of epistemic contextualism, which is assessed as the philosophical mainstream. But, despite the fact that domestic educational psychology is developing problems of assessing students' knowledge, epistemic contextualism remains terra incognito for it. The possibilities of an open dialogue between philosophical studies of knowledge attribution and domestic educational psychology are considered. The analysis is carried out using the trading zones methodology – as clarification of mediation objects, problems and conditions of communication. It has been revealed that the reception of ideas of epistemic contextualism opens up both prospects and significant limitations for the implementation of the methodological program of contextualism for domestic educational psychology. Analysis of the experience of studying knowledge in educational psychology will be able to expand philosophical research.