The Truth, but Not Yet: Avoiding Naïve Skepticism via Explicit Communication of Metadisciplinary Aims

Autor/in	Wright, Jake
Titel	The Truth, but Not Yet: Avoiding Naïve Skepticism via Explicit Communication of Metadisciplinary Aims
Quelle	In: Teaching in Higher Education, 24 (2019) 3, S.361-377 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Jake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1544552
Schlagwörter	Introductory Courses; Ethics; Teaching Methods; Metacognition; Intellectual Development; Concept Formation; Critical Thinking; Trust (Psychology); World Views; Intellectual Disciplines; Student Attitudes; Defense Mechanisms; College Students + Suchen Sie Ihr Suchwort? Einführungskurs; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mental development; Geistige Entwicklung; Concept learning; Begriffsbildung; Kritisches Denken; World view; Weltanschauung; Geisteswissenschaften; Schülerverhalten; Abwehrverhalten; Collegestudent
Abstract	Introductory students regularly endorse "naïve skepticism" -- unsupported or uncritical doubt about the existence and universality of truth -- for a variety of reasons. Though some of the reasons for students' skepticism can be traced back to the student -- for example, a desire to avoid engaging with controversial material or a desire to avoid offense -- naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students' abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, it prevents students in early stages of intellectual development from understanding truth as a threshold concept. I argue that we can make progress against naïve skepticism by clearly discussing how metadisciplinary aims differ at the disciplinary and course levels in a way that is meaningful, reinforced, and accessible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01