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Embracing the absurd: The crisis of...

Loomis, Steven R.

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

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Embracing the absurd: The crisis of truth in educational philosophy (William Alston)./
作者:	Loomis, Steven R.
面頁冊數:	256 p.
附註:	Adviser: Mary Poplin.
Contained By:	Dissertation Abstracts International63-03A
標題:	Education, Philosophy of -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3046806
ISBN:	0493608508

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

Embracing the absurd: The crisis of truth in educational philosophy (William Alston). - 256 p.

Adviser: Mary Poplin.

Thesis (Ph.D.)--The Claremont Graduate University, 2002.

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 <italic>aletheia</italic> (unveiled reality), will foster an environment for true beliefs and, by extension, promote individual liberty and social justice within the educational enterprise.

ISBN: 0493608508Subjects--Topical Terms:

1260316
Education, Philosophy of

Embracing the absurd: The crisis of truth in educational philosophy (William Alston).
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520 $a 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 <italic>aletheia</italic> (unveiled reality), will foster an environment for true beliefs and, by extension, promote individual liberty and social justice within the educational enterprise.
520 $a 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 <italic>reductio</italic> actually leads to a socio-political centralizing tendency that distorts truth and limits individual liberty
520 $a 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. <italic>Alethic</italic> realism affirms a robust commitment to, but minimalist conception of, truth. Truth is a necessary condition for justice. Therefore, <italic>alethic</italic> 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 (<italic>dikaiosune</italic>) is to be present; and (ii) a realist conception of truth is the correct one. <italic>Alethic</italic> realism is the <italic>sine qua non</italic> for all successful belief formation, all claims making, all knowledge, and, therefore, all education
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