2019 Annual Conference

CPAE CoConference: Research & Theory

Concurrent Session (45 minutes)

We are living in a “post-truth” age, with dire implications. If society does not agree and insist on requirements for truth claims, it becomes impossible to have productive dialogue around contentious issues. This presentation explores a systematic approach to the crises of epistemology as a challenge for adult education.

This paper is targeted to adult education scholars and practicioners interested in or concerned about challenges inherent in contemporary society, particularly challenges associated with the demands of democratic citizenship (e.g. disinformation campaigns in the last presidential election) and complex and contentious issues (e.g. immigration, abortion) that increasingly polarize society.

Attendees will explore challenges to society caused by today's "crisis of epistemology," two theoretical perspectives by which to address these challenges, and resultant implications for theory and practice.

Drawing on Berlin’s theory of value pluralism and Siegel’s conceptions of the linkages between epistemology and autonomy, the paper begins with an analysis of clarifying concepts such as post-factuality, crisis of epistemology, truth claims, and pluralism of perspectives. The goal of this analysis is to generate a deeper understanding of the role of adult education in regards to epistemological development. In the second part of the presentation, we draw on (author’s) conception of epistemology as a transformational learning outcome to develop a practical approach to address epistemological development. 

Without a critical, systematic approach to recognizing, countering, and analyzing disinformation campaigns and fake news, adult education diminishes its relevance as a supporter of social cohesion and a facilitator of political judgments and active participatory practices. Since democracy seems to face a threat related to loss of trust and legitimacy (of knowledge), as well as the loss of foundations for political judgements, we argue that adult education should reflect on its responsibilities in facing this threat and providing possible answers to it. Paying explicit attention to issues of epistemological rigor promotes, and in is likely necessary for, the creation of common basic competencies for effective participation in and co-creation of democratic society.

Organization:

- Introduction of Problem (e.g.post-factuality, crisis of epistemology, truth claims, and pluralism of perspectives) and its implications for contemporary democratic society (e.g. disinformation campaigns, etc.)

- Isaiah Berlin's concept of Value Pluralism

- Harvey Siegel's conception of the linkages between epistemology and autonomy

- Implications for adult education theory and practice (e.g. conceptual and practical tools)