Standish, P;
(2020)
Lines of Testimony.
Journal of Philosophy of Education
, 54
(2)
pp. 319-339.
10.1111/1467-9752.12413.
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Abstract
The topic of testimony has gained increased prominence in recent years in epistemology, where it is typically taken to refer to the possible acquisition of knowledge through the understanding and acceptance of someone else's judgement. There is no doubt that learning in this way is a prominent feature of education. This conception of testimony contrasts, however, with the more restricted way in which it is commonly understood: everyday usage situates the concept in such contexts as places of worship and courts of law. Testimony in these contexts is likely to be seen by the epistemologist as a special case of testimony in the wider sense, but is this accurate? With reference to contrasting traditions in philosophy and drawing on examples from film and literature, this paper considers the relationship between the epistemological and the everyday senses of testimony, exploring the significance of these matters for questions of teaching and learning as well as for the understanding of language as a whole.
| Type: | Article |
|---|---|
| Title: | Lines of Testimony |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/1467-9752.12413 |
| Publisher version: | https://doi.org/10.1111/1467-9752.12413 |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Social Sciences, Education & Educational Research, History Of Social Sciences, Social Sciences - Other Topics |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10101643 |
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