THE IMPORTANCE OF TESTIMONY

 

Evidence is an important source of knowledge in many contexts, including education, but considering the teacher as a witness is often not discussed. Most of what individuals believe comes from accepting the accounts of others, not from their own direct experience, and the credibility of their speakers' testimony is an important factor in determining whether they are spoken, in text or in electronic form. They do not receive real, reasonable beliefs. Certification credibility is a combination of skill and honesty, both of which are high when an author testifies in his or her area of expertise. But in the world beyond the classroom, there are situations in which the testimonial competence or honesty is low, so it is important for the learner to have an intellectual-virtuous, well-coordinated attitude toward testimony.

In philosophy, testimony is a concept based on the knowledge base of an organization (person or group) to another organization, either orally or in writing or by facial expression. The proposition is justified on the basis of one testimony, which, among others, is based on the credibility of the speaker (whether his testimony is often true) and the positive reasons given by the listener (e.g., the speaker is impartial).

Our knowledge is testimonial-complete, which includes Personal knowledge, such as our own names and dates of birth, true knowledge of the solar system and the like knowledge like the current president. ‘Live’ experience without certification for experience what is not measured by theory (in the loose sense of the word) rarely comes to us but, what we have already heard and read is colorful and colorful similar things, events and happenings. We can’t do too much epistemic Proceed without the testimony of others. As Hume (1748/1999, p. 672).

The most common, the most effective and there are no rational types Even essential to human life testimony of men and statements of eyewitnesses and spectators. However, this view contradicts western philosophies He has many restrictions on the fair use of evidence. In even in education, the testimony is often denied in favor of the first-hand experience, quoted in the familiar confucius quote: ‘I hear, I forget, …… I do, I understand’. There is an important thread of the progressive educational thinking is rooted in the work of Rousseau and Davy Emphasizes learning by doing and demeans verbal and locosine-trisom of teaching ‘transmission’ models. It is, however, marked as exceptional depending on the evidence in childhood and other periods of new learning. Except ‘quietly’ Guru tradition, teaching includes witnessing. 

The teacher accepts the role of testimony when he entered into an academic relationship; Although most radical progressives cannot function with laryngitis. So, an analysis testimony and censorship are particularly relevant to philosophy education. In this article, I show them as traditional attacks on evidence the legitimate source of knowledge is ultimately self-failure Leaves the testimony in its proper place with the concept, memory and so on rational - and explore some educational implications. One of which the implication of this is that the role of the author, among others, is testimonyer. 

But this role is not without its problems, we need to help learners are more discriminating with the help they render toward other people accept what they are told without criticism. Here is a paradox our testimony must initially be believed by learners so that we can help them get the intellectual machine to identify when to be alert.testimony. However, we must maintain the confidence of our students we undermine any blatant public belief in the testimony.

However, this should not be learners lose trust in the teacher, fellow students, people in general or other real people and virtual potential sources of knowledge. A subtle mood towards testimony is our choice because it gives knowledge.