London Branch Seminar
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It is often said that teaching isn’t telling. Instead of simply acquiring a bunch of true beliefs, we want students to come to understand the subject matter. Understanding involves the ability to “grasp” connections between propositions, and this ability cannot be transmitted by testimony. After sketching this familiar line of thought, this paper considers an additional explanation: one aim of education is a form of self-understanding that cannot be transmitted by testimony. It draws an analogy between education and therapy in this respect, and raises questions about the role of the teacher in the achievement of self-understanding.
Casey Doyle is Junior Research Fellow in philosophy at St Hilda's College, University of Oxford. He received his PhD from the University of Pittsburgh. He works in philosophy of mind and epistemology, with a focus on the source and value of self-knowledge.