The rationality of science, critical thinking, and science education

Synthese 80 (1):9 - 41 (1989)
Abstract
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
Karl Popper (1970). Normal Science and its Dangers. In Imre Lakatos & Alan Musgrave (eds.), Criticism and the Growth of Knowledge. Cambridge University Press. 51--8.

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