Cosmopolitanism as an outlook, set of predispositions and practices is often seen as postnational, and celebrated as such, since it implies the embrace of humanity beyond nation. While the nation-state is still an important institutional form, postnational identities and experiences challenge the boundaries of nation-states, and also national identities.
In the early 2000s Habermas referred to an emerging ‘post national constellation’. How far along the ‘postnational’ road the world has travelled is debatable. Postnational institutions and identities are products of globalisation.
Potential explanations and implications for teaching practice will be discussed. Additionally, not only being in Year 7 but also holding Multiplist beliefs (e.g., “everything is subjective”) predicted poor source evaluation skills. Results show no significant differences between Years in Epistemic Thinking, but significant Year differences in Trustworthiness judgments: Year 9 and 11 students discriminated between reliable and unreliable blog posts while Year 7 students failed to do so. They also completed an Epistemic Thinking Assessment, resulting in scores on Absolutism, Multiplism, and Evaluativism. In an online questionnaire, students critically evaluated the Trustworthiness of four fictitious Internet blog posts that varied in Reliability (reliable vs. This study compared these skills and their interrelation between Australian students (n = 218) from Years 7, 9, and 11. Students should develop competent epistemic thinking and critical source evaluation skills during secondary education.
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