Teaching Philosophy

Volume 44, Issue 4, December 2021

Christopher EdelmanOrcid-ID
Pages 535-551

Dialectical Facts
A Useful Approximation

This article attempts to contribute to the literature on what has become known as “student relativism” by suggesting that in many cases it is a symptom of a broader and equally problematic pre-reflective epistemological framework that students often bring with them to the study of philosophy. It goes on to describe the notion of a “dialectical fact,” and to propose that this concept can be a useful pedagogical tool for helping students to progress beyond that framework.