“What is truth?” Pilot asked Jesus of Nazareth. For many in academe today this question seems quaintly passé. Rejection of “truth” goes hand-in-hand with the rejection of epistemological realism. Educational thought over the last decade has instead been dominated by anti-realist, instrumentalist ideas of two types: first by psychological constructivism and later by social constructivism. Social constructivism subsequently has been pressed to its logical conclusion in the form of relativistic multiculturalism. Proponents of both psychological constructivism and social constructivism value knowledge for its utility and eschew as irrelevant speculation any notion that knowledge is actually about reality. The arguments are largely grounded in the discourse of science and science education where science is “western” science; neither universal nor about what is really real. The authors defended the notion of science as universal in a previous article. The present purpose is to offer a commonsense argument in defense of critical realism and the epistemically and ontologically distinguished position of science (rather than privileged) within a framework of epistemological pluralism. The paper begins with a brief cultural survey of events during the thirty-year period from 1960-1990 that brought many educators to break with realism and concludes with comments on the pedagogical importance of realism. Understanding the cultural milieu of the past forty years is critical to understanding why traditional philosophical attacks on social constructivist ideas have proved impotent defenders of scientific realism.
WMU ScholarWorks Citation
Cobern, William W. and Loving, Cathleen C., "In Defense of Realism: It Really Is Commonsense" (2001). Scientific Literacy and Cultural Studies Project . 20.
Cobern, William W. "In Defense of Realism: It Really Is Commonsense." International History, Philosophy and Science Teaching Group Meeting. Denver, CO. 7-11 November 2001.