{"title":"Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science","authors":"Dorothe Kienhues, Regina Jucks, R. Bromme","doi":"10.1080/00461520.2020.1784012","DOIUrl":null,"url":null,"abstract":"Abstract Science’s role in society is being threatened, as misinterpretation and denial of scientific evidence and the rejection or ignorance of scientific expertise are gaining prominence. This endangered role of science in society is characteristic of post-truthism. To deconstruct this process, we analyze how three potential gateways allow people to discount the epistemic authority of science. These gateways are (A) the intricacies between values and evidence in science, (B) the intricacies that follow from the social nature and distribution of scientific knowledge, and (C) those that follow from the limits of science. We also outline how this gateway analysis can inform education on scientific literacy in order to protect against post-truthism. Educational measures should highlight the social and conversational nature of scientific knowledge production, because these concepts lay the foundation for learners’ and citizens’ abilities to build an informed trust in science and, in turn, actively engage in a science-based society.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"1 1","pages":"144 - 154"},"PeriodicalIF":14.3000,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"49","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychologist","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00461520.2020.1784012","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 49
Abstract
Abstract Science’s role in society is being threatened, as misinterpretation and denial of scientific evidence and the rejection or ignorance of scientific expertise are gaining prominence. This endangered role of science in society is characteristic of post-truthism. To deconstruct this process, we analyze how three potential gateways allow people to discount the epistemic authority of science. These gateways are (A) the intricacies between values and evidence in science, (B) the intricacies that follow from the social nature and distribution of scientific knowledge, and (C) those that follow from the limits of science. We also outline how this gateway analysis can inform education on scientific literacy in order to protect against post-truthism. Educational measures should highlight the social and conversational nature of scientific knowledge production, because these concepts lay the foundation for learners’ and citizens’ abilities to build an informed trust in science and, in turn, actively engage in a science-based society.
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.