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<p>This article challenges the conventional educational goal of fostering autonomous decision-making in socioscientific issues (SSI) from the perspective of hard determinism. This perspective resolves the contradiction between the numerous findings on individual misjudgements due to cognitive biases and the widely held ideal of promoting intellectual independence and autonomous decision-making. Rather than attempting to foster a non-existing autonomy, this paper argues that embracing a deterministic worldview provides a more coherent foundation for decision-making education by shifting focus from individual free choice to both socially situated exchange and the critical, collective evaluation of conditions that shape our judgments. The article suggests three non-metaphysical criteria for evaluating decision quality in a deterministic framework: coherence (alignment between stated values and decisions), robustness (grounding in diverse evidence and perspectives), and intersubjective comprehensibility (capacity for mutual justification). Social deliberation emerges as the pedagogical mechanism uniquely suited to achieving these standards, functioning as an epistemic filter that exposes and scrutinizes the determinants of judgment through structured group discourse. To concretize the instructional consequences, a three-phase model is proposed: (1) eliciting determined starting points through individual preference articulation, (2) engaging in deliberative filtering of influential factors through structured small-group discussions, and (3) fostering meta-reflection on the causal pathways of belief formation. This approach transforms the educational mission from pursuing unattainable autonomous choice to systematically analyzing and optimizing the conditions that determine student judgments and establish corresponding strategies. The framework provides testable predictions about improved determinant transparency, perceived legitimacy of influences, and value-decision coherence, offering science education a normatively grounded and empirically assessable foundation for SSI instruction that acknowledges rather than denies the determined nature of human decision-making.</p>

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The Fateful Classroom

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月14日

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  • Florian Böttcher,
  • Anke Meisert

摘要

This article challenges the conventional educational goal of fostering autonomous decision-making in socioscientific issues (SSI) from the perspective of hard determinism. This perspective resolves the contradiction between the numerous findings on individual misjudgements due to cognitive biases and the widely held ideal of promoting intellectual independence and autonomous decision-making. Rather than attempting to foster a non-existing autonomy, this paper argues that embracing a deterministic worldview provides a more coherent foundation for decision-making education by shifting focus from individual free choice to both socially situated exchange and the critical, collective evaluation of conditions that shape our judgments. The article suggests three non-metaphysical criteria for evaluating decision quality in a deterministic framework: coherence (alignment between stated values and decisions), robustness (grounding in diverse evidence and perspectives), and intersubjective comprehensibility (capacity for mutual justification). Social deliberation emerges as the pedagogical mechanism uniquely suited to achieving these standards, functioning as an epistemic filter that exposes and scrutinizes the determinants of judgment through structured group discourse. To concretize the instructional consequences, a three-phase model is proposed: (1) eliciting determined starting points through individual preference articulation, (2) engaging in deliberative filtering of influential factors through structured small-group discussions, and (3) fostering meta-reflection on the causal pathways of belief formation. This approach transforms the educational mission from pursuing unattainable autonomous choice to systematically analyzing and optimizing the conditions that determine student judgments and establish corresponding strategies. The framework provides testable predictions about improved determinant transparency, perceived legitimacy of influences, and value-decision coherence, offering science education a normatively grounded and empirically assessable foundation for SSI instruction that acknowledges rather than denies the determined nature of human decision-making.