Exploring an Ethic of Educating Within a Post-Truth Paradigm

• In Event: 34.097 - Sheraton Roundtable Session Four - Grand Centre
  In Roundtable Session: 34.097-2 - Cultural Tools for Social Inclusion: Designing Educational Interventions to Support the Development of Agency

Abstract

Beginning with the assumption that a key facet of the post-truth paradigm is the primacy of utterance as action, this paper develops an ethic of educating that, rather than attempting retrenchment into a positivistic notion of truth, embraces a poststructural epistemology. Bahktin’s dialogism is combined with the Science and Technology Studies’ operationalization of fact and reality, primarily from Latour and Daston, as a theoretical basis for the utterance as action premise. The ethic centers on awareness, respect, and openness and was developed through discourse analysis in particular response to the concerns embedded in contemporary discussion of post-truth and the unique (but generalized) social position of educators in the US currently.

Author

• Jake Malloy, University of Wisconsin - Madison