“Knowledge diversity”, truth and schooling: in (cautious) defence of realism

Kurzfassung/Abstract

One of the chief aims of schooling is learners’ general (cognitive, moral and emotional) development, in order to prepare them ‘to live in the world’. Cognitive or mental development is characteristically achieved through the acquisition and elicitation of knowledge. In this regard, recent trends have focused on ‘knowledge diversity’ and ‘different ways of knowing’, by emphasising understanding and the social and cultural nature of knowledge. In response to these trends, I wish to tighten in this paper the link between knowledge and truth. The educational significance of truth, and of related concepts like facts, reality and objectivity, will assume a central role here. I argue that, ultimately, the only coherent and consistent position is a realist view of the pertinent issues and ideas – indeed, also as an approach to teaching and learning.