Tag Archives: knowing how

(by Eileen Dombrowski, from OUP IB blog) “Scientific truth is a moving target,” wrote the editors of the Public Library of Science (PLoS) a decade ago. “But is it inevitable, as John Ioannidis argues…that the majority of findings are actually false?” In the decade since the editors posed this question, the psychological sciences have been shaken by further challenges to their credibility, including some widely reported controversies. It was August of this year, however, that brought the most significant shock waves, when the Reproducibility Project of the Open Science Collaboration announced its conclusions – that most of the articles published in leading psychological journals were unreliable. Most! This crisis in knowledge – in both its nature and its interpretations — is acutely relevant to us as teachers of Theory of Knowledge, aiming as we do to treat the human sciences with contemporary understanding. Continue reading →