Embracing the absurd: The crisis of truth in educational philosophy (William Alston).

摘要

The chief concern of educational philosophy, and this dissertation, is to offer a conception of truth such that the target of belief formation is reality-based. Hence the central question of education is initially one of ontology, not epistemology. A right ontological view, one based upon commonsense and aletheia (unveiled reality), will foster an environment for true beliefs and, by extension, promote individual liberty and social justice within the educational enterprise.; In the last 100 years, however, American education has been dominated by a loose confederation of anti-realist theories, e.g., pragmatism, critical theory, existentialism, and postmodernism, resulting in four specific problems. First, anti-realist views have relativized reality and truth by asserting human beings into a role as their final arbiters, leading to speculations bordering on the absurd. Second, there is a fundamental failure to consider the nature of human beings as contingent, non-necessary substances resulting in unwarranted Protagorean, “man is the measure of all things” assumptions. Third, the general denial of truth obfuscates a transcendent and authoritative realm and irreducible purpose for objective and normative values as real properties and universals that make moral education possible. Fourth, anti-realist theories often claim spectacular themes of emancipation for individuals and communities, yet their reductio actually leads to a socio-political centralizing tendency that distorts truth and limits individual liberty.; Therefore, our proximal argument is this. Education as a reality-affirming, truth-seeking, justice-promoting endeavor cannot base its philosophy upon anti-realist conceptions of truth, for to do so necessarily denies the essence of the endeavor. Alethic realism affirms a robust commitment to, but minimalist conception of, truth. Truth is a necessary condition for justice. Therefore, alethic realism is a strong candidate for the foundation of educational philosophy. Consequently, using the methods of philosophic analysis, this dissertation defends two hypotheses relative to the present crisis in educational philosophy: (i) truth is critical to the success of education, particularly if justice (dikaiosune) is to be present; and (ii) a realist conception of truth is the correct one. Alethic realism is the sine qua non for all successful belief formation, all claims making, all knowledge, and, therefore, all education.