ABSTRACT
For over a century, modernist epistemology provided a common framework for the pursuit of knowledge within the American academy. Modernist epistemology asserted “that there are universals that can be discovered through reason, that science and the scientific method are superior means for arriving at truth and reality, and that language describes and can be used as a credible and reliable means of access to that reality” (Bloland, 1995, p. 523). Moreover, modernists held that universals operated outside of any local frameworks, so that learning itself is a generically human process best practiced by checking one’s own national, cultural, racial, gender, class, and religious particulars at the entryway of the academy (Wolterstorff, 2004a).
