A fundamental issue conceived out of the development of epistemology of education has to do with what epistemic state/s education ought to aim for. We offer a solution to this problem, one that deviates from truth, critical thinking, and intellectual virtues which have already been positioned as compelling solutions on their own. Instead, we argue that it is objectual understanding, from the framework of Jonathan Kvanvig, that best suits the place of primacy in epistemic educational aims. The paper’s structure finds (...) order and consistency with how the problem is treated as mentioned above. Section 1 introduces the different types of understanding in epistemology. In section 2, the epistemic value of objectual understanding is established, along with a defense of this epistemic state from the problems encountered for other positions. The second section also includes a discussion of the compatibility of objectual understanding with other epistemic aims of education. In section 3, we proceed to examine the influence of having addressed the epistemic aims debate to the educational concepts of curriculum, teaching, and learning. (shrink)

This article traces a connection between the Daoist conception of nothingness and democratic deliberation by way of Derrida’s deconstructive analysis of decision. A widespread understanding of deliberation relies on the idea that the force of argument should be the sole determinant of individual and collective views. It follows that deliberation is genuine only if participants can change their views as a result of reasoned argument, that is to say only if there is the possibility of a decision. Analysis of the (...) aporia(s) at the heart of decision is a recurrent feature of Derrida’s later work and, I argue, this aporetic analysis highlights the function of nothingness in the act of decision. After identifying some points of convergence between Derridean deconstruction and the Daodejing in relation to the constitutive role of nothingness in material and immaterial things, I argue that it is only because of the nothingness between reasons and a decision that there really is ‘a decision’. This nothingness as the heart of any decision is further compounded by the ‘ordeal’ that Derrida describes in relation to decisions that aspire to be just or responsible to the other. Here, it is not simply a question of the rupture with reasons or calculations but of indeterminacy in the face of the obligation to decide responsibly, that is in the light of an appropriate response to the condition or the circumstances of the other. This indeterminacy is in effect a secondary nothingness that is bound up with the attempt to do justice to the other. Finally, I argue that Derrida’s analysis of decision suggests a possible way to spell out the connection between nothingness and the ethics of difference as presented in the Zhuangzi. Awareness of the primary and secondary nothingness involved in decision reminds us that there is no ground for ‘good conscience’ with regard to any decision that has been taken and that there is always more to be done. (shrink)