Abstract
A radical opponent of Western higher education asserts that its pedagogy and content depend on belief in objective truth and knowledge. This epistemology and education are attacked as exclusive and domineering toward women, minorities, and non-Westerners. The critic puts forward a pragmatist epistemology, leading to multi-cultural education aimed at social criticism and personal autonomy. The critic's dialogue with a defender of traditional epistemological ideas provides a critical introduction to the claims justifying many radical criticisms of Western curricula and pedagogy.
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Cornwell, G., Johnson, B. The conflicts of postmodern and traditional epistemologies in curricular reform: A dialogue. Stud Philos Educ 11, 149–166 (1991). https://doi.org/10.1007/BF00372430
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DOI: https://doi.org/10.1007/BF00372430