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Christopher Hall

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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 8 2013: Let's start here: if one holds that objective truth exists....

    does it? Woody allen & I think not....

    Murder's immoral.
    - Immorality is subjective.
    - Yes, but subjectivity is objective.
    - Not in a rational scheme of perception.
    - Perception is irrational. It implies imminence.
    - But judgment of any system of phenomena exists in any rational, metaphysical or epistemological contradiction to an abstracted empirical concept such as being, or to be, or to occur in the thing itself, or of the thing itself.
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      Jul 12 2013: So, there is no transformer because objectivists are always wrong?

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