Educational discourse leads to a defined career path. However, educational revolutions have ensured that we move and transition from conventional militaristic ways of teaching to self-education and flexible expandable ways of learning and teaching. An epistemological crisis arises when there is a realization and a pressing need of more knowledge systems to blossom and take shape. Usually such knowledge systems have existed longer than the knowledge systems we are already used to in our institutions. Epistemology in its simplest form is knowledge production. The creation of knowledge on the basis of what exists, what is known and what is knowable. When learning, knowledge and what is allowed to exist is based on the power associated with that knowledge. From its creators such as the first people to come up with those concepts, the models, the illustrations and demonstrations. The knowledge systems in conventional environments such as higher learning institutions usually does not take into account how such knowledges can be diffused in indegenous communities. Indegenous knowledge systems have sought to be discovered for exploration, recognition and for the mere fact of one not defaulting to ignorance on the basis that knowledge systems are hierarchically matched as superior against each other. On the basis that there exists no objective truth, epistemology has seized to be systematic, categorised, typologised, patternised, or sequentialized, but rather has spread out into fragments, and some knowledge systems have emanated from areas and places not yet explored, they need to be afforded the same attention and effort if they are to sprout into fruition. However, we need to distinguish if epistemology is career oriented, power oriented or simply knowledge oriented.
I agree that areas of knowledge not yet explored ought to be approached with an open mind, however, the underlying premise that there is no objective truth is a denial of context, and therefore the perspective to be gained from indigenous or ancient insight, and instead, are at risk of being interpreted relatively, and therefore become arbitrary. Rather than 'simply knowledge' as you refer to it (or facts), Knowledge, per se, is to be regarded as the fundamental basis for all enquiry.
Surely the phrase "there is no objective truth" rather than being a denial of context is an assertion of the opposite - that there is no "truth" that is knowable free from the subjective means of its apprehensions and the context of its appropriation from "reality". That is to say, both "objective" and "truth" are constructs: neither wrong nor tight, but tools of philosophy. There is also the question of faith or belief, which ultimately must ground any methodological, ontological or educational commitment that is not absolutely knowable. Knowledge based on a process ontology and relativistic epistemology and knowledge based on an essentialist ontology and positivist epistemology are different: the former emphasises ways of knowing, knowledge as process, the latter emphasises what is known, knowledge as product. Falling out of frame, although it was very much in frame in ancient Greek philosophy and remains so in some branches of rigorous philosophy today (cf Derrida and Levinas), has been the concept of meontology (philosophy of non-being) or belief in the non-real. Indigenous knowledges when taken seriously by anthropology often display a powerful meontological engagement that is neither ontological nor epistemogical, nor attributable to cosmology, but depends on narrative rather than science for its truth-effects.
As an interdisciplinary concept, vulnerability itself could be an analysis grid for the education system. If you are more power-oriented, vulnerability could turn into vulnerance to protect yourself from your own vulnerability.
https://xn--vulnerabilittsdiskurs-h2b.de/
Dear Dr. Jacob. Right question. Every incoming novel thing of knowledge is vulnerable to inherent deficiencies ir defects, until its base is well grounded theoretically and conceptuality. Knowledge is evolving and dynamic in nature. It is open ended and infinite. What is known and valid today, can be proved invalid and obsolete Tomorrow. All new knowledge being generated has its root in ancient philosophy of that particular field. Knowledge building has a continuity from previous establishments. Newly invented technology, methods and material are though based on previous knowledge and assumption, yet they should be well experimented and tried out to ensure their dependability. Their vulnerability can be minimized through research and experiments. Thanks you for asking an interesting question.
https://www.jstor.org/stable/3699950 ( Epistemological diversity and education research ) .
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