By Ben Kotzee
Education and the expansion of data is a suite of unique contributions from a bunch of eminent philosophers and philosophers of schooling, who caricature the consequences of advances in modern epistemology for education.
- New papers on schooling and social and advantage epistemology contributed through a number of eminent philosophers and philosophers of education
- Reconceives epistemology within the mild of notions from social and advantage epistemology
- Demonstrates reconsideration of epistemology within the mild of principles from social and advantage epistemology will in flip re-invigorate the hyperlinks among epistemology and education
Chapter 1 Epistemic Dependence in Testimonial trust, within the lecture room and past (pages 14–35): Sanford Goldberg
Chapter 2 studying from Others (pages 54–19): David Bakhurst
Chapter three Anscombe's ‘Teachers’ (pages 75–21): Jeremy Wanderer
Chapter four Can Inferentialism give a contribution to Social Epistemology? (pages 76–91): Jan Derry
Chapter five Epistemic advantage and the Epistemology of schooling (pages 92–105): Duncan Pritchard
Chapter 6 teaching for highbrow Virtues: From thought to perform (pages 106–123): Jason Baehr
Chapter 7 Detecting Epistemic Vice in larger schooling coverage: Epistemic Insensibility within the Seven options and the REF (pages 124–144): Heather Battaly
Chapter eight 3 various Conceptions of Know‐How and Their Relevance to expert and Vocational schooling (pages 145–165): Christopher Winch
Chapter nine The Epistemic price of range (pages 166–178): Emily Robertson
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Additional resources for Education and the Growth of Knowledge: Perspectives from Social and Virtue Epistemology
At least for her, epistemic independence, far from being an ideal, is such that were she (counterfactually) to aim at it, doing so would dramatically hinder her education. For suppose that epistemic independence were the ideal. In that case, given her cognitive immaturity, the young child would then face one of two unattractive options: either to believe others’ say-so under conditions in which she fails to have sufficiently strong autonomous reasons for acceptance; or to refrain in a systematic way from believing any say-so at all.
Raviv, A. and Brosh, M. (1990) Perception of Epistemic Authority and Attribution for its Choice as a Function of Knowledge Area and Age, European Journal of Social Psychology, 21, pp. 477–492. Burge, T. 4, pp. 457–488. Ceci, S. and Bruck, M. (1993) Suggestibility of the Child Witness: A Historical Review and Synthesis, Psychological Bulletin, 113, pp. 403–439. Craig, E. (1990) Knowledge in the State of Nature (Oxford, Oxford University Press). Dias, M. and Harris, P. (1990) The Influence of the Imagination on Reasoning by Young Children, British Journal of Developmental Psychology, 8, pp.
20 S. Goldberg Sally’s reasons do not constitute a basis sufficient to underwrite the claim that she knows (through Father’s testimony) that there will be ice cream for dessert tonight. We can bring this out as follows. Father, being like any other ordinary adult human being, is such that not all of his sincere statements are true. What is more, on (virtually) every occasion on which he would testify (sincerely but) falsely, the falsity of his statement would elude his two-year-old daughter. But for this very reason we can say that, had the present case been one in which Father’s testimony was sincere but false, Sally herself would have reacted as she did in ICE CREAM: she would have believed him.