Michael Hand has defended the “epistemic criterion” for “directive and nondirective teaching” in his 2008 Educational Theory article, “What Should We Teach as Controversial? A Defense of the Epistemic Criterion,” as well as subsequent pieces. Here, John Tillson defends use of the epistemic criterion in the case of what he calls “momentous propositions,” but he rejects two of Hand's key arguments in support of the criterion. This rethinking comes in light of important contributions to the debate made by Bryan Warnick and D. Spencer Smith and by Maughn Rollins Gregory, also published in this journal. Tillson begins the article with an elucidation of the directive/nondirective distinction, and then discusses some limitations of defining the distinction in terms of intention. Next, he draws attention to the problems with the “soft-directive teaching” method that Warnick and Smith advocate. Finally, Tillson provides an additional argument in favor of the epistemic criterion, an argument also grounded in work by Hand, which places emphasis on imparting knowledge alongside cultivating rationality among our educational aims.

中文翻译：

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何时教导信仰：对知识标准的坚定辩护

迈克尔·汉德（Michael Hand）在他的2008年教育理论文章“我们应该教有争议的东西吗？”中为“指导性和非指导性教学”的“认识论标准”辩护。认识论准则的辩护”，以及随后的文章。在这里，约翰·蒂尔森（John Tillson）为所谓的“重要命题”辩护使用认知标准，但他拒绝了汉德（Hand）提出的支持该标准的两个主要论点。进行此重新考虑是因为Bryan Warnick和D.Spencer Smith以及Maughn Rollins Gregory的辩论也做出了重要贡献，该辩论也在本刊上发表。Tillson在本文开始时首先阐明了指令/非指令性区别，然后讨论了根据意图定义区别的一些限制。下一个，他提请注意Warnick和Smith倡导的“软指导教学”方法的问题。最后，提尔森提供了另一种支持认知标准的论点，该论点也建立在手工的基础上，该论点着重于在我们的教育目标中传授知识和培养理性。