Dr Adam Carter, Research Fellow in Philosophy, University of Edinburgh
& Dr Emma Gordon, Philosophy Department, University of Edinburgh
Talk Title: "Social Epistemology, Epistemic Value, and Education"
Date and Time: February 4th, 2016 from 12:30 to 14:00.
Where:
University of Edinburgh
Moray House School of Education,
Room: Paterson’s Land, Room 1.37
A map link to Paterson's Land:http://www.ed.ac.uk/maps?building=patersons-land
Abstract: We are often cautioned not to assume what we don’t know. Yet, sometimes the practice of assuming can generate epistemic value, even when what it is that we assume is strictly false. For example, it is oftentimes epistemically advantageous for us to rely on false idealisations and models in the service of acquiring scientific understanding. Bracketing is the inverse counterpoint to assuming. When we bracket a piece of information, we treat the piece of information as if it were unknown, even when it is in fact known. Just as the practice of assuming can generate epistemic value, so can the practice of bracketing. In this talk, we outline how the practice of bracketing has particular epistemic advantages in the context of navigating deep disagreements. With reference to the social-epistemic epistemic value of bracketing in the context of navigating deep disagreements, we suggest several ways in which bracketing has epistemic value in an educational context, particular in cases where subject matter is controversial and/or polarising.
All Welcome. Free Entry. No booking necessary.
Organizer: Dr Andrea English, andrea.english@ed.ac.uk
Sponsored by The Philosophy of Education Society of Great Britain, Edinburgh Branch
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