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Social Epistemology, Theory of Evidence, and Intelligent Design: Deciding What to Teach
Author(s) -
Goldman Alvin
Publication year - 2006
Publication title -
the southern journal of philosophy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.281
H-Index - 21
eISSN - 2041-6962
pISSN - 0038-4283
DOI - 10.1111/j.2041-6962.2006.tb00026.x
Subject(s) - normative , social epistemology , argument (complex analysis) , epistemology , epistemology of wikipedia , principal (computer security) , evolutionary epistemology , sociology , intelligent design , computer science , philosophy , chemistry , biochemistry , operating system
Social epistemology is the normative theory of socioepistemic practices. Teaching is a socioepistemic practice, so educational practices belong on the agenda of social epistemology. A current question is whether intelligent design should be taught in biology classes. This paper focuses on the argument from “fairness” or “equal time.” The principal aim of education is knowledge transmission, but evidence renders it doubtful that giving intelligent design equal time would promote knowledge transmission. In making curricular decisions, boards of education should consult the experts. Are novices capable of identifying genuine experts? This social epistemological question is answered affirmatively.