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This paper aims at explicating Karl Popper's "objective knowledge" theory. Popper rejected the traditional view of knowledge which maintained that induction was the sound method to construct scientific theories. On the contrary, he insisted that man is fallible, and therefore each item of scientific hypothesis has the possibility of fallibility, that is, "falsifiability". Form this, Popper's "objective knowledge" by its very nature is a kind of "evolutionary epistemology", and his view of truth is "search for verisimilitude" rather than "the quest for certainty". Popper claimed that the "objective knowledge" (the third world) s "knowledge without a knowing subject", an autonomous world, by means of stating the "Hume's problem" of disputing the legitimate status of induction as the sound scientific method, and the "Kant's problem" of demarcating the science and false science. As to its implications for education, there are two points worth advocating, and they are: (1)creating a free, critical and supportive learning environment; (2)introducing the idea of the conflict cases in the historical development of science.
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