진리교육의 문제: 비진리 인식요소에 대한 가류적 관점의 교육 = The Problems of Truth Education: Educating for Fallibilistic Perspective on Non-truth Epistemic Elements

다국어 초록 (Multilingual Abstract)

Education is in essence an human endeavor of dealing with the problems of knowledge. Diverse perspectives on truth, one of the traditional conditions for defining knowledge, could then be fostered in the minds of our learners by various shapes of educational practices. If a certain truth-related perspective is desirable, or if another undesirable, we must pay careful attention to the matter of shaping an epistemologically and socially preferable view on truth. This article starts off with a brief introduction to the debates on the status of the truth-condition in the mainstream epistemology. It continues with categorizing the two contexts in which the truth-condition is adopted-constitutive and functional, and recommends a flexible and fallibilistic perspective as an epistemologically sound view on non-truth epistemic elements (the tools that are simplified or distorted to convey more efficiently the core traits of reality, such as symbols, laws, idealization, fictions, models, analogies, exemplification and thought experiments), whether an epistemic agents pursues knowledge in a constitutive or functional context. Then, channelling philosophical debates into meaningful implications for an educational practice, this article criticizes that the current Korean education fosters an inflexible perspective on truth, not a desirable perspective owing to the possible cognitive limitations and social maladies it engenders. Thus the current educational practice is requested to be reshaped to educate for a cognitively and socially preferable perspective on truth, a more supple one based upon fallibilism. As the practical methods of instilling the more sound perspective on truth in the minds of the young, two particular instructional principles are suggested, namely, the clarification of the fallibilistic status of non-truth epistemic elements and the preservation of free explorative learning activities.