A fundamental issue conceived out of the development of epistemology of education has to do with what epistemic state/s education ought to aim for. We offer a solution to this problem, one that deviates from truth, critical thinking, and intellectual virtues which have already been positioned as compelling solutions on their own. Instead, we argue that it is objectual understanding, from the framework of Jonathan Kvanvig, that best suits the place of primacy in epistemic educational aims. The pa…
Read moreA fundamental issue conceived out of the development of epistemology of education has to do with what epistemic state/s education ought to aim for. We offer a solution to this problem, one that deviates from truth, critical thinking, and intellectual virtues which have already been positioned as compelling solutions on their own. Instead, we argue that it is objectual understanding, from the framework of Jonathan Kvanvig, that best suits the place of primacy in epistemic educational aims. The paper’s structure finds order and consistency with how the problem is treated as mentioned above. Section 1 introduces the different types of understanding in epistemology. In section 2, the epistemic value of objectual understanding is established, along with a defense of this epistemic state from the problems encountered for other positions. The second section also includes a discussion of the compatibility of objectual understanding with other epistemic aims of education. In section 3, we proceed to examine the influence of having addressed the epistemic aims debate to the educational concepts of curriculum, teaching, and learning.
