David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Moral Education 15 (2):99-108 (1986)
Abstract Science education and moral education are mutually relevant. An education in science provides the factual information necessary to apply and revise ethical principles. In addition, science education aims to achieve certain propensities, e.g. impartiality, that are identical to some of the goals of moral education. Moral education, in turn, gives potential scientists the necessary principles and propensities to make certain decisions in the context of discovery, in the acceptance of hypotheses and in the conduct of inquiry. Science education and moral education can be combined in various ways although some recent theories of moral education, e.g. the values clarification approach, and Matthew Lipman's philosophy for children approach, have neglected the potential of science education for moral education
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References found in this work BETA
Matthew Lipman (1980). Philosophy in the Classroom. Temple University Press.
Matthew Lipman, Frederick S. Oscanyan, Ann Margaret Sharp & Institute for the Advancement of Philosophy for Children (1976). Lisa.
Michael Martin (1972). Concepts of Science Education. Glenview, Ill.,Scott, Foresman.
Paul H. Hirst (1976). Knowledge and the Curriculum. Philosophy 51 (195):111-113.
Citations of this work BETA
Michael R. Matthews (1988). A Role for History and Philosophy in Science Teaching. Educational Philosophy and Theory 20 (2):67–81.
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