Science education as emancipatory: The case of Roy Bhaskar's philosophy of meta-reality

Educational Philosophy and Theory 38 (5):665–676 (2006)
In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for critical science education are discussed
Keywords emancipation  meta‐Reality  critical science education  Roy Bhaskar  critical realism
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DOI 10.1111/j.1469-5812.2006.00218.x
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