This article deals with the causes and effects of a surrender to anti-science in social development. Populist governments support the idea of anti-science in an attempt to win over poorly-educated electors. The text analyses the fundamental characteristics of the pressure mechanisms adopted by populist movements, and points to the system of measures in various spheres which help in fostering general ignorance and support anti-scientific operations. For the agents of power science, and the system of values which accompanies it, becomes a target to attack. Simultaneously, for the average person scientific knowledge ceases to be the basis of analysis and interpretation of different phenomena. Anti-science regimes support anti-science movements in order to manipulate society and disrupt potential opposition. This is possible thanks to superficial education and not enough emphasis on critical thinking within the education system, because less discerning citizens will go along with an anti-science regime. Analysis leads to the conclusion that the narrow short-term material interest of the regime is its only value, to which all others are subordinated, including Plato’s triad. In the face of a lack of understanding on the part of the authorities, education based on episteme is not possible, at least not entirely. This article suggests the need for change in the philosophy of education to one where the major emphasis is on quality and prioritised content.

中文翻译：

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力量就是知识。后科学世界的逆逻辑

本文讨论了在社会发展中投降反科学的原因和后果。民粹主义政府支持反科学的想法，试图赢得受过良好教育的选民。本文分析了民粹主义运动所采用的压力机制的基本特征，并指出了各种领域的措施体系，这些体系有助于促进普遍的无知和支持反科学行动。对于动力科学及其伴随的价值体系的推动者而言，它们成为攻击的目标。同时，对于普通人来说，科学知识不再是分析和解释不同现象的基础。反科学政权支持反科学运动，以操纵社会并破坏潜在的反对派。这可以归功于肤浅的教育，而在教育系统中却没有足够地重视批判性思维，因为没有眼光的公民会接受反科学政权。分析得出的结论是，该政权狭窄的短期物质利益是其唯一价值，所有其他价值（包括柏拉图的三合会）都服从于该价值。面对当局缺乏了解，基于认知的教育是不可能的，至少不是完全不可能的。本文提出有必要将教育理念转变为主要强调质量和优先内容的教育理念。分析得出的结论是，该政权狭窄的短期物质利益是其唯一价值，所有其他价值（包括柏拉图的三合会）都服从于该价值。面对当局缺乏了解，基于认知的教育是不可能的，至少不是完全不可能的。本文提出有必要将教育理念转变为主要强调质量和优先内容的教育理念。分析得出的结论是，该政权狭窄的短期物质利益是其唯一价值，所有其他价值（包括柏拉图的三合会）都服从于该价值。面对当局缺乏了解，基于认知的教育是不可能的，至少不是完全不可能。本文提出有必要将教育理念转变为主要强调质量和优先内容的教育理念。