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- W744923235 abstract "Educational theorists and practitioners who are inclined to associate ways of thinking about schooling, learning, and related issues with ways of thinking about truth and knowledge face at least two dangers. One is that they will adopt a traditional approach that identifies truth with direct correspondence between the distinct realms of “ideas” and “reality.” While this approach has a long history and perhaps some intuitive appeal, the course of philosophy over the last century has revealed a much more complicated situation that makes straightforward correspondence theories largely untenable. That history, and associated developments in science and social theory, has led directly to the second danger: the temptation to dismiss talk about truth and knowledge as outdated, trivial, or otherwise irrelevant to educational thought and practice. The principal objective of this paper is to recover and describe a way of thinking about truth that (1) acknowledges and incorporates current trends in the fields of epistemology and philosophy of mind; (2) retains a meaningful concept of truth; and (3) suggests implications for the field of education." @default.
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- W744923235 date "2004-01-01" @default.
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- W744923235 title "On Taking a Pragmatic Attitude Toward Truth" @default.
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- W744923235 doi "https://doi.org/10.47925/2004.350" @default.
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