Abstract
The recommendation that we encourage children to be open-minded has been gathering strength. Yet given the everyday meaning of ‘being open-minded about something’, we may decide to reject this recommendation because it proscribes teaching and learning. There again, recent philosophical accounts of open-mindedness seem to oppose everyday meaning and lead to the absurd conclusion that the Pope is open-minded about the existence of God. This paper suggests two ways of looking at these problems, the second of which reconciles ordinary usage with open-mindedness as a desirable educational objective.
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