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Highlighting the role of reason and intellect in mathematics or philosophy education, demonstrating that knowledge can arise from logical deduction.

Instructors can foster debates and discussions in classes, encouraging students to consider whether justification for beliefs comes from internal mental processes or external factors.

Educators can apply this by providing scaffolded support to enable students to accomplish tasks they cannot do independently, thereby promoting learning.

Teachers can integrate a science-based approach to understanding how knowledge is acquired, encouraging students to consider cognitive and biological processes.

Instruction can focus on the interconnectedness of ideas, helping students understand how concepts relate and support each other within a subject.

Using philosophical discussions and thought experiments to illustrate the complexity of defining true knowledge and to challenge the assumption that justified true belief is sufficient for knowledge.

Teachers can guide students to construct their own understanding of topics by connecting new information to their existing knowledge framework.

Empirical evidence through observation and experimentation can be emphasized as the foundation for knowledge in science courses.

Teachers can encourage critical thinking by highlighting that knowledge is always provisional and subject to revision in light of new evidence.