David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Science Education 92 (3):526-542 (2008)
We often knowingly teach false science. Such a practice conflicts with a prima facie pedagogical value placed on teaching only what’s true. I argue that only a partial dissolution of the conflict is possible: the proper aim of instruction in science is not to provide an armory of facts about what things the world contains, how they interact, and so on, but rather to contribute to an understanding of how science as a human endeavor works and what sorts of facts about the world science aims to provide. Such an aim legislates for an increased prominence of history and philosophy in even secondary science education.
|Keywords||No keywords specified (fix it)|
No categories specified
(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
Nicholaos Jones (2013). Don't Blame the Idealizations. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 44 (1):85-100.
Georgina Stewart (2011). The Extra Strand of the Māori Science Curriculum. Educational Philosophy and Theory 43 (10):1175-1182.
Similar books and articles
Peter Slezak (2007). The Relevance of Cognitive Science to Teaching. Journal of Cognitive Science 8 (2):171-205.
Michael R. Matthews (1989). History, Philosophy, and Science Teaching: A Brief Review. Synthese 80 (1):1 - 7.
Garth D. Benson (1989). The Misrepresentation of Science by Philosophers and Teachers of Science. Synthese 80 (1):107 - 119.
Catherine Elgin (2007). Understanding and the Facts. Philosophical Studies 132 (1):33 - 42.
Massimo Pigliucci (2007). The Evolution-Creation Wars: Why Teaching More Science Just is Not Enough. McGill Journal of Education 42 (2):285-306.
Robert Shaw (2013). The Implications for Science Education of Heidegger's Philosophy of Science. Educational Philosophy and Theory 45 (5):546-570.
Added to index2009-01-28
Total downloads16 ( #215,183 of 1,790,256 )
Recent downloads (6 months)2 ( #320,602 of 1,790,256 )
How can I increase my downloads?