When the Truth Is Not What Actually Happened: The Epistemology of Religious Truth in Orthodox Jewish Bible Study

Recent research on student epistemology has shifted from seeing epistemology as a stable entity possessed by individuals to a collection of more situated cognitive resources that individuals may employ differently depending on the context. Much of this research has focused on the explicit beliefs students maintain about the nature of knowledge. This paper uses data from Jewish religious chumash (Bible) study to examine how students’ conceptions of biblical truth are grounded in the particular forms of chumash study they engage in. Using data from clinical interviews with Orthodox Jewish Bible students, we argue that, in relation to the biblical text, questions of truth are functionally meaningless; that is, they are irrelevant to the implicit epistemology embedded in the practice of chumash study. Because of this, students were unable to coherently answer questions about the truth-value of the biblical text, even while engaging in sophisticated reasoning about its literary character. This has implications for how religious schools and teachers approach religious study of traditional texts.

Management by Textbook

Critical thinking is widely regarded as a crucial capability for competent management and also for any leadership role in society. In this article, we ask, “How do textbooks play a role in the weakness of many management graduates’ critical thinking skills?” Management teachers can find plentiful advice about best teaching practices, yet the critical skills gap remains. We argue that the nature and use of management textbooks intersect and interact with students’ epistemology to support a culture of surface learning, resulting in a failure to develop critical thinking skills. Textbooks reinforce underdeveloped student epistemology through limitations of content and position students as passive recipients of an authoritative version of oversimplified knowledge. In our survey of 30 successful management textbooks, we found the majority of popular management textbooks potentially inhibit, or only weakly support, the development of students’ capacity for critical thinking. The article concludes with suggestions for improving textbooks and textbook choice or considering alternatives.