![]() ![]() That approach provides an anti-authoritarianism that has the potential to break down barriers between teachers (experts) and students (trainee experts), accommodate different ways of knowing, and promote collective science. The institutional, disciplinary and personal context of the article are considered before it proposes hooks' (1994) 'engaged pedagogy' as a prescient response to the current post-truth moment. It then outlines the current 'post-truth' challenge, which suggests reasserting the importance of facts. How should higher education teachers respond? This article reviews the literature on approaches to teaching and identifies and problematises a tension between emphases on facts and thinking. The rise of populism has sparked a debate about the role of facts in public discourse. ![]()
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