Abstract

Educators have been increasingly concerned with what can be done about “post-truth” problems—that is, threats to people's abilities to know what is true—such as the spread of misinformation and denial of well-established scientific claims. The articles and commentaries in this special issue present diverse perspectives on how “post-truth” problems related to scientific and socio-scientific issues might be educationally addressed. The goal of this introductory article is to review and analyze the educational responses to the “post-truth” condition that are reflected in this special issue and in the literature at large. We argue that these responses have employed four lenses that focus on different underlying factors related to people's ways of knowing: not knowing how to know, fallible ways of knowing, not caring about truth (enough), and disagreeing about how to know. Each of these lenses offers different explanations of how education might aggravate or mitigate “post-truth” troubles.

摘要

对于“后真相”问题（即威胁人们了解真相的能力的威胁），例如错误信息的传播和对公认的科学主张的拒绝，教育者越来越关注如何做。本期特刊的文章和评论就如何解决与科学和社会科学问题有关的“后真相”问题提出了不同的观点。这篇介绍性文章的目的是回顾和分析针对“后真相”条件的教育反应，这反映在本期特刊和整个文献中。我们认为，这些回应采用了四个视角，着眼于与人们的认知方式有关的不同潜在因素：不知道如何认识，容易出错的认识方式，对真理的关心（足够），并不同意如何知道。对于教育如何加重或减轻“后真相”的麻烦，每个镜头都有不同的解释。