The Educative Process and its Relation to Truth, Knowledge, Culture and Critique: Epistemological and Metaphysical Premises for Formation

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Education without a commitment to truth seems to be meaningless and raises serious questions about its legitimacy. Education is a cultural process dependent on and transferring acknowledged values. However, because we need to distinguish between what is true and what is recognised, reflection on epistemological and foundational issues is needed in relation to education. Thus, epistemological questions about truth and communication, and metaphysical questions about knowledge and reality, need to be raised. I draw on discussions in classical, modern epistemology and theories of truth, and of their relation to educational issues (Section I). In addition, the interdependency of culture and education and their mutual relations come up as an issue of principal importance for the mutual foundation of both of these relata. My reasoning relates to the philosophy of education developed by the German philosopher Richard Hönigswald (1875-1947) (Section II). Lastly, I discuss why truth and critique matter for education and human life today, including ethical and political formation, in relation to two cases, viz. the algorithms and data targeting of internet search technology, and, secondly, the special problem of propaganda and disinformation (Section III).

Keywords: Philosophy of education, epistemology, metaphysics, culture, data search machines, disinformation
Original languageEnglish
Article number16
Book seriesContemporary Philosophies and Theories in Education
Number of pages14
ISSN2214-9759
DOIs
Publication statusAccepted/In press - 2020

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