Your example of Norman the clairvoyant provides an interesting insight into the relationship between evidence, belief, and truth. While I agree that the "fact of the matter" holds importance in having knowledge, it is also essential to consider the epistemic responsibilities of individuals when forming beliefs. In the case of Norman, even though the clairvoyant feeling turned out to be true, it would be epistemically irresponsible for him to base his beliefs solely on that feeling, given the more robust evidence pointing to the president being in Florida.

Our epistemic responsibility lies in cultivating beliefs based on the most reliable and available evidence. If we anchor ourselves with the principle that evidence should be taken as reasonable in the absence of counter-evidence, then we strive to form beliefs that are more likely to be true, even though we can't guarantee their truth.

In the context of education, the "fact of the matter" still holds value, but the process of refining our beliefs and knowledge should be emphasized. We should teach students to evaluate evidence critically and engage in open-minded inquiry, which can lead them to a better understanding of the world.

While the "fact of the matter" is important for knowledge, focusing on the epistemic responsibility of individuals and the refinement of our belief-forming processes can help address the challenges posed by coherentism and other epistemological theories. This focus on evidence and critical thinking also provides a practical framework for addressing issues in education and countering conspiracy theories.