The Epistemic Value of Diversity

Autor/in	Robertson, Emily
Titel	The Epistemic Value of Diversity
Quelle	In: Journal of Philosophy of Education, 47 (2013) 2, S.299-310 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12026
Schlagwörter	Stellungnahme; Epistemology; Disadvantaged; Diversity (Institutional); Critical Thinking; Student Attitudes; Inclusion; Public Policy; Citizen Role; Educational Philosophy + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Kritisches Denken; Schülerverhalten; Inklusion; Öffentliche Ordnung; Bürgerinitiative; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This article briefly considers current positions about whether the inclusion of the perspectives and interests of marginalised groups in the construction of knowledge is of epistemic value. It is then argued that applied social epistemology is the proper epistemic stance to take in evaluating this question. Theorists who have held that diversity makes an epistemic contribution are interpreted as attempting to reform social pathways to knowledge in ways that make true belief more likely. Thus, the demand for diversity challenges the individualistic and "a priori" nature of traditional epistemology. This stance has consequences for education. It supports greater attention to helping students examine the testimonial bases for their beliefs. And it prepares students for their role as citizens in supporting policies that maintain credible inclusive institutions of public knowledge. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10