Social epistemology and the aim(s) of education

Buckland, Luke A.

doi:10.1080/02580136.2015.1131056

Cited by 2 publications

(3 citation statements)

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“…Yet in accordance with Siegel's claims quoted above, education may still succeed in achieving its ultimate epistemic goal(s). 11 Other scholars find Siegel's arguments wanting; see for instance Buckland (2016). 12 A reviewer of this Journal notes that this argument to the best explanation may not work for all conceptions of critical thinking available today.…”

Section: Discussionmentioning

confidence: 99%

“…Cohen 1984 andPollock 1984). 14 Buckland (2016) contends, against Siegel, that 'a case in which students only ever learned an unending series of false beliefs, but for which they could nonetheless provide excellent rational justifications… [would] not represent the successful attainment of one important and independent epistemic end of education, as per Siegel's account' (106). Our thought experiment suggests that Buckland's contention is mistaken.…”

Section: Discussionmentioning

confidence: 99%

“…Siegel's defence of reductionism about testimonial justification in educational contexts has been dismissed as unconvincing by various authors (cf. Ferreira et al 2016 andBuckland 2016).…”

Section: Goldman and Siegel On Critical Thinking And Testimonymentioning

confidence: 99%

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Goldman and Siegel on the Epistemic Aims of Education

Marabini¹,

Moretti²

2020

Journal of Philosophy of Education

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Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel's position intuitively more plausible than Goldman's, we also find Siegel's defence of it wanting. We suggest novel argumentative strategies that draw on Siegel's own arguments but look to us more promising.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Goldman and Siegel on the Epistemic Aims of Education

Marabini¹,

Moretti²

2020

Journal of Philosophy of Education

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Justified belief as an epistemic aim of education

Pfister

2024

Journal of Philosophy of Education

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Critical thinking is considered to be a central epistemic aim of education. The claim may be about skills, but also about the state of justified belief. In opposition to this latter view, Alvin Goldman (1999) claimed that justification is only a means to true belief and that the only fundamental epistemic aim of education is true belief. Harvey Siegel’s (2005) response defended the view that justified belief is in fact a fundamental epistemic aim of education. In a recent article, Alessia Marabini and Luca Moretti (2020) analyze Siegel’s arguments, reject all of them, and provide two new ones. I defend one of Siegel’s arguments against their objection, raise some doubts about one of their own arguments, and give an additional argument against Goldman’s view.

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Social epistemology and the aim(s) of education

Cited by 2 publications

References 10 publications

Goldman and Siegel on the Epistemic Aims of Education

Goldman and Siegel on the Epistemic Aims of Education

Justified belief as an epistemic aim of education

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