SINCE the rise of interest in examinations in this country -the discussion question, the new-type objective forms, and more recently the comprehensive terminal examination-many have argued the importance of facts. According to one group of examiners, definite factual items-those items which are accepted as true-must be the solid basis of examining. These examiners usually advocate a wide sampling of definite short-answer items. Another group, influenced more or less by the experiences of the English universities of Oxford and Cambridge, have vaguely sought something less tangible than facts in their examining, an ability which they feel is more important. It is partly the selection and expression of relevant ideas, partly the original organization of ideas, and partly a keen appreciation of the historic-philosophical reference of any important problem. To the second group of examiners facts make up the skeleton, perhaps, but not the meat of scholarship. They do not motivate the thinker. They do not require consecutive reasoning on a broad problem. To be sure, such thinking cannot fail to use and yield but these are often by-products, supplementary to broad principles. What is a fact? Derived from the Latin factum, a fact stands for a deed or past event. It is true that there are facts which are ultimately final events bound up with definitions or identities (such as two and two equals four), but there are also facts, those items which are commonly accepted as fixed because they establish well-agreed-upon relationships within a system of postulates which is accepted. Medieval scholasticism had many identities and facts regarding the soul and God which could be derived provided one accepted the basic postulates and definitions. Some philosophers refer to orders of fact-ness, differentiating facts according to their verity or complexity or both. The idealists will allow absolute certainty for no as one's theory of knowledge or use of terms modifies the nature of the simplest perceptions; for example, some behaviorists do not grant the reality of consciousness. It may be that the most significant characteristic of a fact, or item
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