Post-truth trades on the corruption of argument and evidence to protect ideological commitment and social identity. We distinguish two kinds of post-truth environments, epistemic bubbles and echo chambers, and argue that facets of post-truth are countered the more science (and general) education encourages the development of intellectual virtues and internalization of science identity. After first locating our perspective on intellectual virtues within virtue epistemology and Aristotelian virtue theory, we argue that intellectual character is strongly metacognitive and requires a concept of science identity to provide a motivational force to the work of virtues. Our educational response to post-truth focuses on Aristotelian-inspired pedagogy for teaching virtues, metacognitive virtue strategies, and the development of science identity. The internalization of science identity is further developed in terms of moral education and Self-Determination Theory. We suggest further lines of theory and research and conclude that science education is in the business of character education.

后真理利用论据和证据的腐败来保护意识形态的承诺和社会认同。我们区分了两种不同的后真理环境，即认知泡沫和回声室，并认为，随着科学（和一般）教育鼓励智力美德的发展和科学认同的内化，抵消了后真理的各个方面。首先在美德认识论和亚里士多德美德理论中找到了我们对智力美德的观点之后，我们认为智力品格是强烈的元认知，需要一种科学身份概念来为道德工作提供动力。我们对后真相的教育反应集中在亚里士多德启发的教学法上，以教授美德，元认知美德策略和科学特性的发展。科学身份的内在化在道德教育和自决理论方面得到了进一步发展。我们建议进一步的理论和研究方向，并得出结论，科学教育与品格教育有关。