This is a response to “The Ethical Knower: Rethinking Our Pedagogy in the Age of Trump” by Elana Michelson. We appreciate Michelson’s critical evaluation of the appropriateness of transformative learning and the use of personal narrative, as well as the frames and tools she offers to help us deal with current challenges such as “epistemological chaos” in the “age of Trump.” Michelson’s distinction between epistemological and hermeneutic analysis, as well as her conception of meaning perspectives as social/cultural foundations of identity, are helpful insights. The educational practices she finds disturbing are indeed ineffective approaches to teaching, and we are inspired by her invitation directed to “us as a community to struggle toward a more honest assessment of how our field might better respond to the phenomena that led to the age of Trump.” In this response, we talk further about some points made in Michelson’s article, elaborating on several issues and offering alternative perspectives that we believe may be productive paths forward. We do this in three parts, by (a) engaging in a critique of some of Michelson’s statements and positions, (b) elaborating on the conceptions of transformative learning in practice, and (c) expanding on the discussion of epistemological and hermeneutic analysis.

这是对Elana Michelson对“道德知识者：对特朗普时代的教育学的反思”的回应。我们赞赏迈克尔逊对变革性学习和个人叙事的恰当性的批判性评估，以及她为帮助我们应对“特朗普时代”中的“认识论混乱”等当前挑战而提供的框架和工具。迈克尔逊在认识论和诠释学分析之间的区别，以及将意义观点作为身份的社会/文化基础的观念，都是有益的见解。她发现令人不安的教育实践确实是无效的教学方法，我们受到她的邀请的启发。她的邀请是：“我们作为一个社区，努力对我们的领域如何更好地应对导致时代发展的现象做出更诚实的评估。王牌。”在此回应中，我们进一步讨论了迈克尔逊文章中的一些观点，阐述了几个问题，并提供了我们认为可能是富有成效的前进道路的替代观点。我们通过三个部分来做到这一点，（a）对迈克尔逊的某些陈述和立场进行评论，（b）在实践中阐述变革性学习的概念，（c）扩展认识论和解释学分析的讨论。