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Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science.

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Title: Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science.
Authors: Kienhues, Dorothe (AUTHOR), Jucks, Regina (AUTHOR), Bromme, Rainer (AUTHOR)
Source: Educational Psychologist. Jul-Sep2020, Vol. 55 Issue 3, p144-154. 11p.
Subjects: Science education, Scientific literacy, Scientific knowledge, Literacy education, Authority
Abstract: Science's role in society is being threatened, as misinterpretation and denial of scientific evidence and the rejection or ignorance of scientific expertise are gaining prominence. This endangered role of science in society is characteristic of post-truthism. To deconstruct this process, we analyze how three potential gateways allow people to discount the epistemic authority of science. These gateways are (A) the intricacies between values and evidence in science, (B) the intricacies that follow from the social nature and distribution of scientific knowledge, and (C) those that follow from the limits of science. We also outline how this gateway analysis can inform education on scientific literacy in order to protect against post-truthism. Educational measures should highlight the social and conversational nature of scientific knowledge production, because these concepts lay the foundation for learners' and citizens' abilities to build an informed trust in science and, in turn, actively engage in a science-based society. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychologist%22">Educational Psychologist</searchLink>. Jul-Sep2020, Vol. 55 Issue 3, p144-154. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+knowledge%22">Scientific knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Authority%22">Authority</searchLink>
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  Data: Science's role in society is being threatened, as misinterpretation and denial of scientific evidence and the rejection or ignorance of scientific expertise are gaining prominence. This endangered role of science in society is characteristic of post-truthism. To deconstruct this process, we analyze how three potential gateways allow people to discount the epistemic authority of science. These gateways are (A) the intricacies between values and evidence in science, (B) the intricacies that follow from the social nature and distribution of scientific knowledge, and (C) those that follow from the limits of science. We also outline how this gateway analysis can inform education on scientific literacy in order to protect against post-truthism. Educational measures should highlight the social and conversational nature of scientific knowledge production, because these concepts lay the foundation for learners' and citizens' abilities to build an informed trust in science and, in turn, actively engage in a science-based society. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00461520.2020.1784012
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              Text: Jul-Sep2020
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