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What are the educational implications of holding on to objective truth in a culture that values relativistic truth?

Besides conflict, of course! This question is deliberately broad, not focused on teachers, students, curriculum, or institutions specifically, so that the soil of it may be tilled as completely as possible through discussion.

Let's start here: if one holds that objective truth exists, then the interactions with culture, peers, professors, course content, and even the disciplines themselves must be flavored and shaped by that assertion. In a postmodern, relativist culture, this questions is somewhat pressing: there are movements in education that favor both types of truth, and that can make plugging into education, for a student, disciple, or apprentice of an opposing view, feel something like a 120V appliance being plugged into a 220V outlet. Without a transformer, step-down or step-up, these learners seemingly would not be able to approach, apprehend, or socialize around the learning because the premises behind its whole gestalt are out of phase. Or could they? What are the transformers necessary to do so? And the greater question: what are the implications for our culture? Can folks who have these two views, and therefore different educations, inherently, create a functional society together?


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    Jul 9 2013: The best way to see if folks can have diametrically different views of truth, and if a society with both types of folks in it, can function is the experimental method. Try it and see.

    Education is a tricky word. I have sat and endured endless hours (no, years!) of inanities coming out of the mouths of teachers and professors. They got paid. I warmed the seat. It was called education. In the back row, I'd hide, reading books like the Analects of Confucius and Mao's writings on guerrilla warfare and so on. I got an education. Once in a while I'd listen because I had a 'teacher' who actually had something interesting to say. And very occasionally I'd learn a lot (my high school Modern European History course comes to mind).

    I'm into facts. Lots of folks into 'relativistic truth' are not. They have their lives; I have mine. Ditto ideologues. They cherry-pick their facts to fit their religious or political opinions. I avoid them. As I said, I'm into facts. I think on my own. Many 'educators' want to 'mold minds'. I never had much use for having my mind molded, so I just blew them off. And I've lived a good life.

    As the U.S., Egypt, Pakistan, and any number of other nations try to cope with True Believers, I just think back to the 'stolen time' I swiped... reading Eric Hoffer.

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