David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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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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References found in this work BETA
Roy Bhaskar (1998). The Possibility of Naturalism: A Philosophical Critique of the Contemporary Human Sciences. Routledge.
K. Knorr-Cetina (1999). Epistemic Cultures: How the Sciences Make Knowledge. Harvard University Press.
Andrew Pickering (1995). The Mangle of Practice Time, Agency, and Science. Monograph Collection (Matt - Pseudo).
N. Katherine Hayles (1999). How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics. University of Chicago Press.
Citations of this work BETA
Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.
Jacob V. Pearce (2012). The Potential of Perspectivism for Science Education. Educational Philosophy and Theory 45 (5):531-545.
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