The Role of Theory of Truth in Countering Hoaxes Regarding Covid-19

Indonesia is one of the countries experiencing the COVID-19 pandemic. This causes anxiety for the Indonesian people which makes information about COVID-19 becomes crucial. Objective: This research was conducted with the aim of studying philosophical theories that can play a role in the process of testing information in warding off hoaxes about COVID-19. Researchers want to know whether the theory of philosophy of science can be of assistance to the public in recognizing and rejecting hoax news about COVID-19. Methods: The research was conducted using a descriptive verification method with a qualitative approach. The data from this study were taken from interviews and secondary data was taken by studying the literature. Interview data were taken with the target respondents, namely people in Surabaya with an age range of 25-40 years or what is often referred to as generation Y or millennials. The criteria for determining the number of respondents were taken until the researcher found a saturated sample. Meanwhile, the literature study data consists of 2 books, 37 articles, 1 website, and 1 report on the results of a national survey. Results: This study found 5 types of theory of truth, namely coherence theory, correspondence theory, pragmatic theory, consensus theory, and performative theory, each of which has a use in identifying hoaxes around COVID-19. Research Recommendation: Further research needs to be conducted which can test the actual practice of applying truth theories in countering hoaxes in the community at a certain scale. Limitations: This research has little chance of being applied by some Indonesians, given their low level of digital literacy and willingness to seek information.

Constructivism in Education

In light of the broad, multidimensional, and contestable nature of constructivism, a central debate concerns the object of construction. What do we mean when we say that a learner is constructing something? Three general categories, with overlaps in between, are: the construction of meaning, the construction of knowledge, and the construction of knowledge claims. To construct meaning is to make sense of something by understanding both its parts and overall message. To construct knowledge is to obtain what philosophers traditionally call “justified true belief.” There are three conditions in this formulation of knowledge: belief, truth, and justification. Beliefs are intentional, meaningful, and representational, directing a person to attain truth and avoid error with respect to the very thing that person accepts. As for the notions of truth and justification, there are three major theories of truth, namely the correspondence theory, coherence theory, and pragmatic theory; and seven main types of justification, namely perception, reason, memory, testimony, faith, introspection, and intuition. Finally, to construct a knowledge claim is to indicate that one thinks that one knows something. The crucial difference between knowledge and a knowledge claim is that the latter has not acquired the status of knowledge. There are two main implications for teaching and learning that arise from an epistemological exploration of the concept of constructivism: First, educators need to be clear about what they want their students to construct, and how the latter should go about doing it. Informed by learner profiles and other contingent factors, educators should encourage their students to construct meanings, knowledge, and knowledge claims, individually and collaboratively, throughout their schooling years. Second, educators need to guard against some common misconceptions on constructivism in the schooling context. Constructivism, contrary to popular belief, is compatible with direct instruction, teacher guidance, structured learning, content learning, traditional assessment, and standardized testing. In sum, there are no pedagogical approaches and assessment modes that are necessarily constructivist or anticonstructivist. A variety of teaching methods, resources, and learning environments should therefore be employed to support students in their constructing process.

Divine procreation of the world in Zoroastrian Pahlavi texts

There are two schemes of creation in Zoroastrianism. According to one, Ohrmazd fashions the world in the manner of a skilful craftsman. According to the second, Ohrmazd gestates and gives birth to the world. This article is about the latter. The relevant Pahlavi texts are presented and discussed. The article argues that Pahlavi authors used macrocosm-microcosm correspondence theory to elaborate the doctrine from Avestan rudiments.

On Roach’s Presuppositional Response to Licona’s New Historiographical Approach

In a recent article, William C. Roach (2019) offers a presuppositional critique, which is inspired by Carl F. H. Henry, of Michael R. Licona’s (2010) so-called New Historiographical Approach (NHA) to defending the resurrection. More precisely, Roach attempts to defend six key theses, namely, that (1) the NHA is an evidentialist approach, (2) the NHA is a deductive argument, (3) the NHA is an insufficient approach, (4) believers and unbelievers share no common ground, (5) the NHA does not embrace a correspondence theory of truth, and (6) the presupposition of divine revelation is necessary for apologetics. We respond to each of Roach’s arguments, respectively.

Serial Reduplication Is Empirically Adequate and Typologically Restrictive

Wei and Walker (2020) and Zymet (2018) claim that derivational lookahead effects are attested in the interactions between reduplication and other phonological processes in Mbe and Logoori, respectively. On the basis of this evidence, they argue that reduplication in these languages cannot be modeled by Serial Template Satisfaction (McCarthy, Kimper, and Mullin, 2012), a theory of reduplication set in Harmonic Serialism. This paper refutes these claims, and provides serial analyses for both languages. It further identifies a novel prediction of Base-Reduplicant Correspondence Theory (McCarthy and Prince, 1994, 1995, 1999), a parallel theory of reduplication, that reduplicants may surface with marked structures unattested elsewhere in the language, and demonstrates that these patterns are not replicated in serial.

How Do We Decide Which of Two Case Formulations Is Correct? Commentary on Westerman and Critchfield et al.

This commentary takes a meta-view of the articles in this module by Westerman (2021a), and by Critchfield, Dobner-Pereira and Stucker (2021a), which offer two overlapping but also different formulations of the same case. It raises the question of whether there is only one true formulation of a clinical case (correspondence theory), or whether any one of several would qualify as accurate (coherence theory). A third alternative is that the truth-value of a formulation is a function of its ability to predict which therapist interventions will most help the client (pragmatic theory). A study is described in which the relative accuracy of two different formulations of the same case was put to the test in predicting which therapist interventions led to client progress. I propose that the current authors compare the pragmatic value of their formulations in a similar manner.

Some Formal Implications of Deletion Saltation

In a phonological saltation alternation, a segment or class “skips” a relatively similar category to surface as something less similar, as when /ɡ/ alternates with [x], skipping [k]. White (2013) and Hayes and White (2015) argue that saltation is unnatural—difficult to learn in the laboratory and diachronically unstable. They propose that the phonological grammar includes a learning bias against such unnatural patterns. White and Hayes further demonstrate that Harmonic Grammar (HG; Legendre, Miyata, and Smolensky 1990) cannot model typical saltation without nondefault mechanisms that would require extra steps in acquisition, making HG consistent with their proposed learning bias. I identify deletion saltation as a distinct saltation subtype and show that HG, with faithfulness formalized in standard Correspondence Theory (CT; McCarthy and Prince 1995), can model this pattern. HG/CT thus predicts that deletion saltation, unlike typical (here called segment-scale) saltation, is natural. Other frameworks fail to distinguish the two saltation types—they can either model both types, or neither. Consequently, if future empirical work finds deletion saltation to be more natural than other saltation patterns, this would support weighted-constraint models such as HG over ranked-constraint models such as Optimality Theory (OT; Prince and Smolensky 1993, 2004); would support CT over the *MAP model of faithfulness (Zuraw 2013); and would support formalizing CT featural-faithfulness constraints in terms of IDENT constraints, binary features, or both.

Truth as a sociocultural phenomenon: modern interpretation

The history of science in any of its transformations and metamorphoses is, in fact, a search for and definition of the truth. As an example, I. Kant’s famous four questions start with the question «What can I know?». Thus, the search for truth as a subject of research has been a dominating force throughout human history. Of course, sociology as a social meta-science is also involved in this topic. A simple assertion of the existence of three concepts of truth, namely accordance, agreement and advantage, does not fully answer the prerequisites of contemporary discourse. The present article analyses a new discourse on the study of truth in contemporary science. We give a brief retrospective analysis of the main fields of truth interpretation. At the same time, these directions are not just listed but linked into the general outline of contemporary epistemology. Of course, a greater bias is made towards the sciences of the social and humanitarian profile. That, however, does not exclude the necessary portion of the data of natural science research. In the article these data are not used as demonstrations, but as independent meta-scientific research. We give various examples of the complementarity of different branches of science. In particular, we show the scope and relative limitation of such concepts as correspondence theory, evolutionary epistemology, socio-humanitarian cybernetics, adaptationism and neo-adaptationism. A significant place in the article is occupied by the problem of truth in artistic creation. We also give sustainable conclusions about the polyphonicity of truth and its flickering character.