David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Between Scientists and Citizens (2012)
Public discussions of science are often marred by two pernicious phenomena: a widespread rejection of scientific findings (e.g., the reality of anthropogenic climate change, the conclusion that vaccines do not cause autism, or the validity of evolutionary theory), coupled with an equally common acceptance of pseudoscientific notions (e.g., homeopathy, psychic readings, telepathy, tall tales about alien abductions, and so forth). The typical reaction by scientists and science educators is to decry the sorry state of science literacy among the general public, and to call for more science education as the answer to both problems. But the empirical evidence concerning the relationship between science literacy, rejection of science and acceptance of pseudoscience is mixed at best. In this chapter I argue that—while certainly important—efforts at increasing public knowledge of science (science education) need to be complemented by attention to common logical fallacies (philosophy), cognitive biases and dissonance (psychology), and the role of ideological commitments (sociology). Even this complex, multi-disciplinary approach to science education will likely only yield measurable results in the very long term. Meanwhile science remains, as Carl Sagan famously put it, a candle in the dark, delicate and in need of much nurturing.
|Keywords||public education science education philosophy education|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Michael Martin (1986). Science Education and Moral Education. Journal of Moral Education 15 (2):99-108.
Mark D. Tschaepe (2012). The Student as Philosopher-Scientist: Dewey's Conception of Scientific Explanation In Science Education. Education and Culture 28 (2):70-80.
Massimo Pigliucci (2007). The Evolution-Creation Wars: Why Teaching More Science Just is Not Enough. McGill Journal of Education 42 (2):285-306.
Massimo Pigliucci (2010). Nonsense on Stilts: How to Tell Science From Bunk. University of Chicago Press.
Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
Khosrow Bagheri Noaparast, Zahra Niknam & Mohammad Zoheir Bagheri Noaparast (2011). The Sophisticated Inductive Approach and Science Education. Procedia - Social and Behavioral Sciences 30:1365-1369.
Khosrow Bagheri Noaparast, Zahra Niknam & Mohammad Zoheir Bagheri Noaparast, The Sophisticated Inductive Approach and Science Education. Procedia - Social and Behavioral Sciences.
Massimo Pigliucci (2013). When Science Studies Religion: Six Philosophy Lessons for Science Classes. Science and Education 22 (1):49-67.
Harvey Siegel (1989). The Rationality of Science, Critical Thinking, and Science Education. Synthese 80 (1):9 - 41.
Dara Llewellyn & Craig Pearson (eds.) (2011). Consciousness-Based Education: A Foundation for Teaching and Learning in the Academic Disciplines. Consciousness-Based Books, an Imprint of Maharishi University of Management Press.
Jeffrey Burkhardt (1999). Scientific Values and Moral Education in the Teaching of Science. Perspectives on Science 7 (1):87-110.
Ian James Kidd (2013). Feyerabend on Science and Education. Journal of Philosophy of Education 47 (3):407-422.
Michael Martin (1972). Concepts of Science Education. Glenview, Ill.,Scott, Foresman.
Georgina Stewart (2011). Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education. Educational Philosophy and Theory 43 (7):724-741.
Added to index2012-07-23
Total downloads567 ( #456 of 1,699,674 )
Recent downloads (6 months)54 ( #5,919 of 1,699,674 )
How can I increase my downloads?