If someone offers an analysis , then any criticism of it should address the errors and or untruths in it, and not simply arrogantly dismiss it as insignificant, irrelevant, vacuous, trivial or whatever. Along the latter way lies the tendency to fascism and political correctness (which is really fascism in disguise) inherent in the worst forms of postmodernist thought. — Janus
Just to circle back to this because I think it's important to address - as I said to
@Akanthinos, there is no disjunction between truth and significance: in fact, a truth matters to any given subject matter to the degree that it has bearing upon it. This is hardly a radical sentiment! And in fact it's basically a tautology - a truth matters when it matters, and not all truths mattter
in the context of addressing any particular problem. Again, if this somehow counts as 'fascism' at work, then you've stripped fascism of any coherent meaning.
Now, one of the few points I'm trying to make is simply that the index of any truth
for any particular problem must belong to the problem itself: to understand a problem, to flesh it out, is to know, minimally, what kinds of things bear upon it, what belongs to its scope and what escapes it. This is a minimal condition - not of philosophy - but of
any dialogic situation: "how are you?" "I'm a human being": the minimal,
positive discrimination that we make that allows us to respond "what are you talking about?" is just the condition of rational exchange. In fact we take it so much for granted that we barely notice it because we are, for the most part, enculturated humans who know how to use language.
Thought, of course is simply no different: even to "address the errors and or untruths" in an analysis is to judge that those truths or errors as relevant to begin with: it is the very constitutive condition under which we are
able to 'address the errors and or untruths' - we address them to the extent that they are relevant. To speak of transcendental stupidity - a provocative name for a rather mundane capacity that seems to have bunched up a few pairs of panties - is to simply make explicit a danger that we address - albeit mostly unconsciously - in all rational dialogue.
In fact, the reason that pedagogy is placed front and centre in the OP is that it is precisely in explicitly pedagogic situations that this danger is most obvious: in pedagogical situations, we face contexts where we have
not learnt our way about, where the contours of what is and is not significant and relevant are brought most sharply into focus. It's a common trope that master mathematicians are and can be in fact awful at what a school student might consider 'math': the mundane calculations scribbled in lined paper books; but of course what makes them masters is their knowledge of the mathematical landscape: of what techniques might be brought to bear on a particular problem, of what theorems to call upon when faced with such and such an issue - and importantly, of what approaches
not to take.
The only thing 'postmodern' is the radically stupid idea that anything goes, that anything is worth addressing, and that each and every mundanity is worth its weight in gold. To say that there are errors other than at the level of facts, that one can make mistakes of sense and significance is simply to make explicit what is implicit in all rationality, and to draw attention to it. To do otherwise, well,
that is relativism,
that is where one loses ones power to discriminate and otherwise engage in what literally is transcendental stupidity.