My paper entertains two questions. The tlrst, its title, is an expression of my concern, a concern I wish to discuss in a theoretical framework, singling out the notion of "authority." The second, a question which concerns my critic, is one of several which led to my concern; for, those who .~sk it seem to me to be "courting a subtle form of authodtarianism" which I regard as pernicious; particularly, were it associated with certain prescriptions for ins'trnction of the children who sit in this nation's classrooms. The question ,of course, is "How do we know what to believe?"
From my point of view, we do not know what to believe. Indeed, we must choose. Unfortunately, ,at least for those who seek definitive ways of "knowing," forms of assistance in making choices are somewhat limited. But we can understand our choices. We may know "why" some choices rather than others AND in what contexts. We may even know when it is time 'to make new choices. This is not enough, however, for many. They think it far too arbitrary. Therefore they turn to questions of epistemology, borrowing solutions for problems which more appropriately would be labeled problems of rationality. This, it would seem, is a mistake; for, the problems of rationality appear far broader than the problems of knowledge.
This paper attempts to point up the mistake; but it is primarily suggestive. The topic is one that demands a book, perhaps, several books. However, my paper may help .to encourage interest in the problem, while indicating why I think current prescriptions to teach children to employ inducfivist-veritleafion~st methodologies may well be misguided. Such programs may result, for many children, in increased rigidity of thought, and, for some, in disillusionment and skepticism. *My debt to the studies and teachlng of Sir Karl R. Popper and Professor Joseph Agassi, as well as, the studies of Professors lan C. Jarvie and W.W. Bartley, I wish to acknowledge with gratitude. Professors B. Fisher, H. Perkinson, and Mr. Ronald Swartz offered helpful criticisms.