Southern Journal of Philosophy 44 (S1):1-22 (2006)

Authors
Alvin Goldman
Rutgers University - New Brunswick
Abstract
Social epistemology is the normative theory of socioepistemic practices. Teaching is a socioepistemic practice, so educational practices belong on the agenda of social epistemology. A current question is whether intelligent design should be taught in biology classes. This paper focuses on the argument from “fairness” or “equal time.” The principal aim of education is knowledge transmission, but evidence renders it doubtful that giving intelligent design equal time would promote knowledge transmission. In making curricular decisions, boards of education should consult the experts. Are novices capable of identifying genuine experts? This social epistemological question is answered affirmatively
Keywords Analytic Philosophy  Contemporary Philosophy  General Interest
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Reprint years 2006
ISBN(s) 0038-4283
DOI 10.1111/j.2041-6962.2006.tb00026.x
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References found in this work BETA

Knowledge and its Limits.Timothy Williamson - 2000 - Oxford University Press.
Studies in the Way of Words.H. P. Grice - 1989 - Cambridge: Harvard University Press.
Epistemology and Cognition.Alvin Ira Goldman - 1986 - Cambridge, MA, USA: Harvard University Press.
Knowledge in a Social World.Alvin Ira Goldman - 1999 - Oxford, England: Oxford University Press.

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Citations of this work BETA

Introduction: Education, Social Epistemology and Virtue Epistemology.Ben Kotzee - 2013 - Journal of Philosophy of Education 47 (2):157-167.
Silencing Desires?Attila Tanyi - 2013 - Philosophia 41 (3):887-903.
The Eros of Counter Education.Pinhas Luzon - 2016 - Journal of Philosophy of Education 50 (3):461-473.
Social Epistemology and the Aim(s) of Education.Luke A. Buckland - 2016 - South African Journal of Philosophy 35 (1):103-110.

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