ABSTRACT
Truth in Indian philosophy is seen as a construct that is indecipherable, singular and complete. Yet a person must engage in its purposeful deconstruction. Truth is the subject of inquiry in varied fields such as psychology, history, politics, mathematics and philosophy, among others. Its existence and operation is visualized and found in multiple layers of everyday and textual pursuit. Is learning about “truth” an essential activity in the emergent understanding of a world that is social, cognitive, physical, moral, complex and somewhat mysterious? It is intriguing to think and observe how children come to develop knowledge about the world. In other words, how and when do they begin consolidating theories about the world? In forming these theories children must transcend the boundaries of the here and now, to evaluate real, actual and imagined concepts. These themes are examined in this chapter using developmental and cultural research on the cognitive and moral treatment of truth in children’s lives.
