List, I just listened to and can highly recommend this exceptionally cogent -- and relatively short -- interview of Cathy Legg by David Rutledge, producer of 'The Philosopher's Zone'). The segment, titled "Getting past post-truth," was aired last week on ABC, Australia's equivalent to the USA's NPR. The discussion is based on Cathy's recent paper, "Getting to Post-Post Truth" (published in* Journal of Philosophy in Schools, *11:1 (2024).
Our current "post-truth" environment means it's getting harder to trust what we see, hear and read - and this is a problem for all of us, but especially for educators and anyone in the business of teaching younger people about the world. It's not just that our tools for determining truth no longer work as well as they used to, it's also that we need to re-examine truth itself, to see if our basic concepts of truth are still fit for purpose. This week we hear from a scholar who's looking to a modern philosophical tradition to come up with critical thinking strategies for students. *Guest:* *Cathy Legg* <https://experts.deakin.edu.au/40662-cathy-legg>, Senior Lecturer in Philosophy, Deakin University Melbourne *Producer:* David Rutledge https://www.abc.net.au/listen/programs/philosopherszone/getting-past-post-truth/104919846 <https://www.abc.net.au/listen/programs/philosopherszone/getting-past-post-truth/104919846> Getting past post-truth - ABC listen <https://www.abc.net.au/listen/programs/philosopherszone/getting-past-post-truth/104919846> Our current "post-truth" environment means it's getting harder to trust what we see, hear and read - and this is a problem for all of us, but especially for educators and anyone in the business of ... GR: Among the several virtues of the interview is a succinct summary of Peirce's four methods of fixing belief, her description of the 'a priori' method being especially useful. Within the context of the discussion, Cathy distinguishes between 'classical' pragmatism (Peirce, et al.) with its realist perspective centered around communities of inquiry, and neopragmatism (Rorty, et al.) with its tendency toward 'volunteerism', a decidedly more individualistic perspective which is described in the interview. For education (esp. in philosophy) Cathy emphasises 'practice' over 'doctrine', so that in teaching critical thinking, for examples, she offers her students *things to do*, rather than* things to believe* (she offers an excellent example of such an assignment*)*; and she recommends inculcating students with a sense of their participating in the community of inquiry through such practices as 'lateral reading', a relatively new way of reading which emphasizes cross checking sources to build up a broader picture of the 'landscape of debate'. Best, Gary R
_ _ _ _ _ _ _ _ _ _ ARISBE: THE PEIRCE GATEWAY is now at https://cspeirce.com and, just as well, at https://www.cspeirce.com . It'll take a while to repair / update all the links! ► PEIRCE-L subscribers: Click on "Reply List" or "Reply All" to REPLY ON PEIRCE-L to this message. PEIRCE-L posts should go to [email protected] . ► To UNSUBSCRIBE, send a message NOT to PEIRCE-L but to [email protected] with UNSUBSCRIBE PEIRCE-L in the SUBJECT LINE of the message and nothing in the body. More at https://list.iu.edu/sympa/help/user-signoff.html . ► PEIRCE-L is owned by THE PEIRCE GROUP; moderated by Gary Richmond; and co-managed by him and Ben Udell.
