Article

Why Fallibility Has Not Mattered and How It Could

Jonathan E. Adler

in The Oxford Handbook of Philosophy of Education

Published in print October 2009 | ISBN: 9780195312881
Published online January 2010 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195312881.003.0006

Series: Oxford Handbooks

 Why Fallibility Has Not Mattered and How It Could

More Like This

Show all results sharing these subjects:

  • Philosophy
  • Social and Political Philosophy
  • Epistemology

GO

Show Summary Details

Preview

This article offers an account of the nature of fallibility and its educational significance based on recent work in cognitive science and epistemology. It explains that fallibilism is the dominant epistemology in education and explains that the doctrine of fallibilism is an anti-dogmatic intellectual stance or attitude. It criticizes a type of fallibility that can only maintain its antiskepticism by introducing specialized usages for “certain” and “possibility”.

Keywords: fallibilism; educational significance; cognitive science; epistemology; anti-dogmatic stance; antiskepticism

Article.  10106 words. 

Subjects: Philosophy ; Social and Political Philosophy ; Epistemology

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.