ABSTRACT

Whether education should encourage epistemic singularity or plurality has been the basis of various educational decisions and policies including multicultural education and textbook publication issues not only in Korea but also in many other countries. This article discusses which Korean education should pursue between epistemic singularity and plurality in forming students’ learning. This research examines three typical arguments on advocating epistemic plurality, advocating epistemic singularity and need-based preference between the two, by analyzing theories of Koppl, Goldman and List. This article concludes that different social needs may determine which type of social epistemological type of learning may be pursued.

KEYWORD

Social Epistemology, Epistemic Singularity, Epistemic Plurality, Multicultural Education, Korean History Textbook.

REFERENCES(10)open

  1. [jounal] 유성창 / 2009 / 진리교육의 문제: 비진리 인식요소에 대한 가류적 관점의 교육 / 교육철학연구 (46) : 89 ~ 108

  2. [book] Asch, S. E / 1951 / Group, Leadership and Men / Carnegie Press : 177 ~ 190

  3. [book] Bartley, W. W / 1987 / Evolutionary Epistemology, Rationality and the Sociology of Knowledge / Open Court : 423 ~ 451

  4. [book] Goldman, A. / 1999 / Knowledge in a Social World / Oxford University Press

  5. [jounal] Goldman, A / 2004 / Group Knowledge versus Group Rationality: Two Approaches to Social Epistemology / Episteme 2 (1) : 25 ~ 38

  6. [web] Goldman, A / Social Epistemology, The Stanford Encyclopedia of Philosophy (Summer 2015 Edition)

  7. [jounal] List, C / 2005 / Group Knowledge and Group Rationality: a Judgment Aggregation Perspective / Episteme 1 (1) : 11 ~ 22

  8. [report] Koppl, R. / 2006 / Democratic Epistemics: An Experiment on How to Improve Forensic Science

  9. [book] Merton, R. K / 1957 / Reproduced in his Social Theory and Social Structure / The Free Press

  10. [jounal] Quinton, A. / 1975 / Social Objects / Proceedings of the Aristotelian Society 75 : 1 ~ 27