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Curriculum of Uncertainty: Embracing 'Not Knowing' in Post-Truth Education

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Title: Curriculum of Uncertainty: Embracing 'Not Knowing' in Post-Truth Education
Language: English
Authors: Nurfarahin Nasri (ORCID 0000-0002-7194-4338), Khairul Azhar Jamaludin (ORCID 0000-0001-9709-6261), Nurfaradilla Mohamad Nasri (ORCID 0000-0001-8572-3838)
Source: Ethics and Education. 2026 21(1):1-14.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Teachers, Humanities Instruction, Epistemology, Ambiguity (Context), Teaching Methods, Ethics, Reflective Teaching, Teacher Attitudes, Moral Development, Curriculum Design, Foreign Countries
Geographic Terms: Malaysia
DOI: 10.1080/17449642.2025.2593727
ISSN: 1744-9642
1744-9650
Abstract: In an era of misinformation and contested truths, education systems are increasingly pressured to provide certainty and moral clarity. Drawing from Aristotelian virtue ethics, this qualitative study explores the ethical potential of uncertainty by proposing 'not knowing' as a pedagogical stance. Thirty secondary school humanities teachers were purposefully selected and interviewed to examine how they navigate epistemic uncertainty in their curricular and classroom practices. Thematic analysis reveals teachers who embrace uncertainty engage in ethical practices such as navigating ambiguity in their curriculum, facilitating dialogue across differences, modelling intellectual humility, and reflecting on their own values and identities as part of their teaching practice. These findings point to a 'curriculum of uncertainty,' where ambiguity becomes a generative space for ethical inquiry and reflexive teaching. In the context of post-truth education, the study argues that embracing 'not knowing' can foster intellectual humility, critical engagement, and moral responsibility among teachers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502712
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Nurfarahin+Nasri%22">Nurfarahin Nasri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7194-4338">0000-0002-7194-4338</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khairul+Azhar+Jamaludin%22">Khairul Azhar Jamaludin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9709-6261">0000-0001-9709-6261</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nurfaradilla+Mohamad+Nasri%22">Nurfaradilla Mohamad Nasri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8572-3838">0000-0001-8572-3838</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/17449642.2025.2593727
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  Data: In an era of misinformation and contested truths, education systems are increasingly pressured to provide certainty and moral clarity. Drawing from Aristotelian virtue ethics, this qualitative study explores the ethical potential of uncertainty by proposing 'not knowing' as a pedagogical stance. Thirty secondary school humanities teachers were purposefully selected and interviewed to examine how they navigate epistemic uncertainty in their curricular and classroom practices. Thematic analysis reveals teachers who embrace uncertainty engage in ethical practices such as navigating ambiguity in their curriculum, facilitating dialogue across differences, modelling intellectual humility, and reflecting on their own values and identities as part of their teaching practice. These findings point to a 'curriculum of uncertainty,' where ambiguity becomes a generative space for ethical inquiry and reflexive teaching. In the context of post-truth education, the study argues that embracing 'not knowing' can foster intellectual humility, critical engagement, and moral responsibility among teachers.
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