Events worldwide have heightened concerns that education is failing to prepare students for a “post-truth” world. A core “post-truth” challenge is the prevalence of deep epistemic disagreements: people fundamentally disagree about appropriate ways of knowing. We provide a new analysis of deep epistemic disagreements and propose an educational response based on the Apt-AIR framework of the goals of epistemic education. An apt response to deep epistemic disagreements requires that people develop individual and collective abilities to make epistemic assumptions visible, to justify and negotiate these assumptions, and to develop shared commitments to appropriate standards and processes of reasoning. To develop these meta-epistemic abilities, we propose a cluster of instructional practices and principles called explorations into knowing. We discuss empirical research showing that teachers and students can meaningfully engage in explorations into knowing and productively discuss their deep epistemic disagreements. These proposals lead to new research directions.

全世界的事件使人们更加担心教育无法为学生做好准备迎接“后真相”的世界。核心的“后真相”挑战是普遍存在的深刻认识分歧：人们从根本上不同意适当的认识方式。我们提供了深刻的认识论分歧的新分析，并提出了基于认识论教育目标的Apt-AIR框架的教育对策。对深刻的认识论分歧的恰当回应要求人们发展个人和集体的能力，以使认识论假设可见，证明和谈判这些假设，并对合理的标准和推理过程达成共同的承诺。为了发展这些亚流行病学能力，我们提出了一系列教学实践和原则，称为探索知识。我们讨论的实证研究表明，教师和学生可以有意义地进行探索，以了解并有效地讨论他们在认识上的深刻分歧。这些建议导致了新的研究方向。