[Review]Routledge Library Editions: Philosophy of Education (7)
Do Teachers Care About Truth?
: Epistemological Issues for Education
Problems with Truth
“Teachers have many problems, but it might seem that worries about the nature of truth or knowledge are not among them. Curiosity may be innate, but it is not given to many of us to wonder whether some of the answers we are given are more reliable than others, or to puzzle over what is involved in something being true. We may ask questions but on the whole we are avid swallowers of answers; the habit of sorting out better from worse answers and of wondering what makes a good answer has not marked a large part of human history, even in literate societies. It is probably less common than we like to imagine even in our own practice. Even so, teachers do sometimes have to face questions about truth and knowledge because in our societies the problematic nature of at least some sorts of belief is widely recognized. It is easy to come upon serious difficulties once we begin to reflect on curricular realities. In our everyday thinking we are familiar with the distinction between what a person really does know and what he only thinks he knows. This is not an obscure, philosophically motivated distinction but rather part of our ordinary conceptual resources. But what happens when we look at curricula in these terms? Anyone aware of the history of the subjects they teach will know that much of the 'knowledge' taught in 1900, not to mention 1100, would hardly be accepted nowadays. And since there is nothing cognitively special about the present moment, this reflection must give pause to anyone who believes what one of Haes' teachers claimed: 'we shouldn't disseminate something which has to be corrected later or admitted to be false' (Haes, 1982, p. 70). Nor, of course, is it only at other times that our 'knowledge' is different. Different groups both in our own societies and in others hold incompatible views about a vast variety of factual matters, from the intelligibility of classical mathematics to the existence of angels, not to mention differences on evaluative issues. As another of Haes'teachers wrote, 'what may be "true" in one country may not be regarded as true in another' (p. 69).”(4)1)
This topic deals with epistemological problems that can be encountered in the field of education. That is, “Do Teachers Care About Truth?” Should educators or school teachers teach the truth? Would you be interested in the truth? these articles are starting with a problem like this,(1) and the problem of truth and knowledge was also a critical issue in ancient philosophy.
First, the above quote points out that although humans are inherently curious, most humans are accustomed to accepting given answers rather than asking questions. Even in human history, the habit of selecting good answers and worrying about which one is the truth was not common. However, the text argues that educators sometimes must confront questions of truth and knowledge. This is because the problematic nature of some beliefs is widely recognized in modern society, and much of the knowledge that was taught in the past, even through curriculum, is not currently accepted.
Socrates
 |
| BC. 470-BC. 399 |
Socrates' search for truth was always carried out by asking questions and asking questions after receiving answers. This is called dialectic. The attitude required of educators mentioned above is the attitude of asking questions. Because there is always a gap between what we know and what we say we know.
Plato
 |
| BC. 427/8-BC.424 |
“Next, I said, compare the effect of education and of the lack of it on our nature to an experience like this: Imagine human beings living in an underground, cave like dwelling, with an entrance a long way up, which is both open to the light and as wide as the cave itself. They've been there since childhood, fixed in the same place, with their necks and legs fettered, able to see only in front of them, because their bonds prevent them from turning their heads around. Light is provided by a fire burning far above and behind them. Also behind them, but on higher ground, there is a path stretching between them and the fire. Imagine that along this path a low wall has been built, like the screen in front of puppeteers above which they show their puppets.”(1997. 1132)
According to Plato, the world we perceive with our senses is incomplete, while the world of Ideas is a complete and unchanging world of truth. The problem raised in the above text that knowledge taught in the past is not accepted in the present is worth thinking about in connection with Plato's ‘Allegory of the Cave.’
People trapped in a cave only see shadows reflected on the wall and believe them to be reality. However, a true philosopher comes out of the cave, sees the light, realizes the truth, and returns to the cave to try to enlighten others. This suggests that educators must constantly explore issues related to truth and knowledge, and provide better education to students by recognizing that current knowledge may be incomplete.
Comments
Post a Comment