Teaching in Higher Education 24 (3):361-377 (2019)

Authors
Jake Wright
University of Minnesota, Rochester
Abstract
Introductory students regularly endorse naïve skepticism—unsupported or uncritical doubt about the existence and universality of truth—for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student—for example, a desire to avoid engaging with controversial material or a desire to avoid offense—naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, it prevents students in early stages of intellectual development from understanding truth as a threshold concept. Using philosophy as a case study, I argue that we can make progress against naïve skepticism by clearly discussing how metadisciplinary aims differ at the disciplinary and course levels in a way that is meaningful, reinforced, and accessible.
Keywords Introductory Teaching  Student Skepticism  Naïve Skepticism  Threshold Concepts
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References found in this work BETA

How the Laws of Physics Lie.Nancy Cartwright - 1983 - Oxford University Press.
Warrant and Proper Function.Alvin Plantinga - 1993 - Oxford University Press.

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Citations of this work BETA

Using Lectio Divina as an in-Class Contemplative Tool.Jake Wright - 2019 - Journal of Contemplative Inquiry 6 (1):71-93.
Towards a Response to Epistemic Nihilism.Jake Wright - 2021 - In Alison MacKenzie, Jennifer Rose & Ibrar Bhatt (eds.), The Epistemology of Deceit in a Postdigital Era: Dupery by Design. Springer Nature. pp. 39-59.

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