Epistemic dependence in testimonial belief, in the classroom and beyond

Sanford Goldberg*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

The process of education, and in particular that involving very young children, often involves students' taking their teachers' word on a good many things. At the same time, good education at every level ought to inculcate, develop, and support students' ability to think for themselves. While these two features of education need not be regarded as contradictory, it is not clear how they relate to one another, nor is it clear how (when taken together) these features ought to bear on educational practice itself. This article, which is largely programmatic, aims to provide tentative answers to these questions.

Original languageEnglish (US)
Pages (from-to)168-186
Number of pages19
JournalJournal of Philosophy of Education
Volume47
Issue number2
DOIs
StatePublished - May 2013

ASJC Scopus subject areas

  • Education
  • History
  • Philosophy

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