Erkendelse i undervisningssammenhæng

This paper examines Knud Grue-Sørensen’s discussion of knowledge as a basic concept in an educational context.In particular, I explore his notions of clarity, justifi cation and truth, and their implications for a moderaterealist position. In addition, I highlight Grue-Sørensen’s reflections on the inevitable lack of sufficient evidencein educational communication processes, where, despite personal observation and even proof, remaining theideal, there are many things both teachers and pupils must accept as a given