David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
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). 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). 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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