Abstract
‘Rationality’ here only concerns knowledge, e.g., ways to acquire scientific knowledge.
Many factors are required for human rationality to exist and develop, e.g., life and evidence-based education. Rationality’s need for those factors, hence their value to rationality, is rationally-unquestionable.
Those factors require certain educational, moral, political, social, health-care etc values to be practised. This implies a pro-rationality education-theory and related values-theory, with one obligatory, general end – a uniquely rationally-unquestionable end.
That theory has deeply-humanly-meaningful, universal applications: the theory has implications for current and all possible educational, moral etc issues.
The theory’s sub-values prescribe much prescribed by some other theories, e.g., broad and deep knowledge-acquisition, critical thinking, non-sexism, non-racism, types of liberty, holistic flourishing, happiness, unselfishness and fairness. However, other theories lack pro-rationality theory’s maximum possible rational-unquestionability, internal coherence and coherence with rationality.
The theory encourages freedom in a-rationality areas, areas irrelevant to its obligatory end.
The theory inherently requires its advocates to be (self )critical, rationally viewing their human-suggested specifics as often fallible or unavoidably approximate. Similarly for students and educators.