David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 45 (5):546-570 (2013)
Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. The achievement of each event of disclosure requires the precise manipulation of equipment, which is an activity that depends on truth as correspondence. The implications of the hermeneutic philosophy of science for science education are profound. The article refers to Newton?s early work on optics to explore what the theory implies for teaching. Modern science?as the event of truth?is a relationship between an individual student, equipment, and reality. Science teachers provide for their students? access to truth and they may show how their discipline holds a special relationship to reality. If the aim of science teaching is to enable students to disclose reality, the science curriculum will challenge some of the current practices of schooling. If teachers base science teaching upon the hermeneutic philosophy of science, science will assert itself as the intellectual discipline that derives from nature, and not from the inclinations of human beings. Science teachers teach nature?s own science
|Keywords||hermeneutics Heelan Newton science science education truth|
|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
Martin Eger (1997). Achievements of the Hermeneutic-Phenomenological Approach to Natural Science A Comparison with Constructivist Sociology. Man and World 30 (3):343-367.
Trish Glazebrook (2001). Heidegger and Scientific Realism. Continental Philosophy Review 34 (4):361-401.
Trish Glazebrook (2000). Heidegger's Philosophy of Science. Fordham University Press.
Patrick A. Heelan (1983). Space-Perception And The Philosophy Of Science. University Of California Press.
Patrick A. Heelan (1998). The Scope of Hermeneutics in Natural Science. Studies in History and Philosophy of Science Part A 29 (2):273-298.
Citations of this work BETA
No citations found.
Similar books and articles
Robert Keith Shaw (2010). Truth and Physics Education. Dissertation, University of Auckland
Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
Garth D. Benson (1989). The Misrepresentation of Science by Philosophers and Teachers of Science. Synthese 80 (1):107 - 119.
A. P. (1998). The Scope of Hermeneutics in Natural Science. Studies in History and Philosophy of Science Part A 29 (2):273-298.
Massimo Pigliucci (2013). When Science Studies Religion: Six Philosophy Lessons for Science Classes. Science and Education 22 (1):49-67.
Michael Martin (1972). Concepts of Science Education. Glenview, Ill.,Scott, Foresman.
Nicholas Maxwell (1977). Articulating the Aims of Science. Nature 265 (January 6):2.
Matthew H. Slater (2008). How to Justify Teaching False Science. Science Education 92 (3):526-542.
Michael R. Matthews (1989). History, Philosophy, and Science Teaching: A Brief Review. Synthese 80 (1):1 - 7.
Roger G. Newton (1997). The Truth of Science: Physical Theories and Reality. Harvard University Press.
Added to index2012-01-18
Total downloads22 ( #87,407 of 1,410,170 )
Recent downloads (6 months)1 ( #155,015 of 1,410,170 )
How can I increase my downloads?