Post-truth GPS: Detour at truth, take the long route to useful knowledge

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2020-07-02 DOI:10.1080/00461520.2020.1784734

Iris Tabak

引用次数: 4

Abstract

Abstract It would be easier to navigate our information world if we had a navigational system to guide us. Absent such a system, the authors of the five articles in this special issue propose different ways to help learners engage with scientific information, in light of the post-truth condition. I suggest that the contribution of these articles lies in their emphasis on encouraging deliberation-oriented practices, and in presenting a qualified view of science. I further argue that greater knowledge of this qualified science, as well as privileging science, may be necessary components. In order to have an impact on learners’ lives, I encourage adopting a framework of mastery and appropriation, and giving greater attention to issues of appropriation.

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后真理GPS:在真理上绕路，在有用的知识上走长路

如果我们有一个导航系统来引导我们，在我们的信息世界中导航会更容易。在没有这样一个系统的情况下，本期特刊中五篇文章的作者提出了不同的方法来帮助学习者根据后真相条件参与科学信息。我认为，这些文章的贡献在于它们强调鼓励以审议为导向的实践，并提出了一种合格的科学观点。我进一步认为，对这门合格的科学有更多的了解，以及赋予科学特权，可能是必要的组成部分。为了对学习者的生活产生影响，我鼓励采用掌握和挪用的框架，并更多地关注挪用问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.