Harvey Siegel on Epistemology and Education: Rationality, Normativity and JustificationHarvey Siegel on Epistemology and Education: Rationality, Normativity and Justification 認識論と教育に関するハーヴィ・シーゲルの論考：合理性、規範性、正当化
This paper attempts to elicit an intertwined relation between philosophy and education by revolving the discussion around three constituents of human knowledge: rationality, normativity and justification. This exploration takes the form of a close critique of Harvey Siegel’s work. Siegel’s analytical-philosophy-inspired defence of traditional epistemology and accordingly his preferred views on education are, to some extent, successful in construing an essential relation between philosophy and education. Yet, this paper argues that his approach does not overcome the philosophical cul-de-sac of how to reconcile the epistemic capacity of rational justification with the non-epistemic character of truth. It is then claimed that, in order to move beyond the predicament, we need to reconfigure the components of what it is for humans to know. The paper draws on Martin Heidegger’s distinction between earth and world as well as ―more substantially―on Hilary Putnam’s recent idea of the interpenetration between value judgements, descriptions of fact and human linguistic conventions. The watershed that divides Siegel’s defence of traditional epistemology and this paper’s argument is a sensitivity towards what might be called the social and historical aspects of human knowledge.