Learners, Not Believers: The Primacy of Openness in the Pursuit of Knowledge
Abstract
This paper explores the conceptual distinction between learning and believing, emphasizing the epistemic and ethical primacy of openness in intellectual development. It argues that belief, when detached from the process of learning, risks devolving into dogma, whereas learning requires a sustained disposition of humility and receptivity. Drawing upon the works of John Dewey, Karl Popper, and Paulo Freire, this paper contends that openness functions as both the epistemological foundation and moral safeguard of genuine inquiry.
#breakthestate #anarchy
