David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Synthese 80 (1):9 - 41 (1989)
This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched.
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References found in this work BETA
Thomas S. Kuhn (1996/2012). The Structure of Scientific Revolutions. University of Chicago Press.
Hilary Putnam (1981). Reason, Truth, and History. Cambridge University Press.
W. Newton-Smith (1981). The Rationality of Science. Routledge & Kegan Paul.
John Dewey (1916/2004). Democracy and Education : An Introduction to the Philosophy of Education. Macmillan.
Israel Scheffler (1982). Science and Subjectivity. Hackett Pub. Co..
Citations of this work BETA
Till Grüne-Yanoff (2014). Teaching Philosophy of Science to Scientists: Why, What and How. European Journal for Philosophy of Science 4 (1):115-134.
Harvey Siegel (2004). The Bearing of Philosophy of Science on Science Education, and Vice Versa: The Case of Constructivism. Studies in History and Philosophy of Science Part A 35 (1):185-198.
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