Previously I looked at the importance of a commitment to truth and a rejection of unreasonable methods of disagreement in the education debate. In this blogpost I will look at how claims and ideas can be reasonably rejected.
Here I start asking the most serious questions about what we can know in education, as wanting to know if one is wrong is at the heart of caring about truth. It is also here that we can see that claims that we can know nothing are most obviously false, because while we can rarely be certain we are right we can often recognise when people are wrong. What types of thought can be employed here varies depending on what is to be refuted, but I would suggest the following are key (and in, my highly subjective, experience are needed in roughly this order of priority):
Philosophy/logic. The most common wrong…
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