Abstract
This paper questions the perceived divide between ‘science’ subject matter and ‘moral’ or ‘ethical’ subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be ‘special treatment’ given to certain issues which are of an ethical or moral nature and which are ‘brought into’ the science class. The case is made in this article that dealing with ethical issues in the science class should not call for a sensitivity that is beyond the expertise of the science teacher. Indeed it is argued here that science teachers in particular have a great deal to offer in enabling ethics education. To overcome this perceived divide between science and values it needs to be recognised that the educative development of learners is both scientific and moral. I shall be using a Deweyan perspective to make the case that we as science teachers can overcome this apparent divide and significantly contribute to an ethics education of our students.
Similar content being viewed by others
References
Boyles DR (2006) Dewey’s epistemology: An argument for warranted assertions, knowing, and meaningful classroom practice. Educ Theory 56(1):57–68
Bransford JD, Brown AL, Cocking RR (eds) (2000) How people learn: brain, mind, experience, and school. National Academy Press, Washington, DC
Bruner J (1990) Acts of meaning. Harvard University Press, Cambridge, Massachusetts & London
Cross M (1987) The never ending story: moral valuing as an important approach to moral education. In: Bottery M (ed) Issues in moral and values education, The University of Hull
Delors J (1998) Learning: the treasure within, 2nd edn. UNESCO Publishing/The Australian National Commission for UNESCO
Dewey J (1897) Study of ethics, a syllabus, The Inland Press, Ann Arbor
Dewey J (1929) The quest for certainty: a study of the relation of knowledge and action. Minton, Balch & Co., New York
Dewey J (1934) A common faith. Yale University Press, New Haven & London
Dewey J (1951) John Dewey. In: McKeon R (ed) Democracy in a world of tensions: a symposium prepared by UNESCO. Greenwood Press, New York, pp 62–68
Dewey J (1958) Experience and nature. Dover Publications, Inc., New York
Dewey J (1975) Moral principles in education. Southern Illinois University Press, Carbondale and Edwardsville
Dewey J (1985) Democracy and education. In: Boydston J (ed) John Dewey: the middle works, 1899–1924, vol 9. Southern Illinois University Press, Carbondale & Edwardsville
Dewey J (1988a) Theory of valuation. In: Boydston JA (ed) John Dewey: the later works 1925–1953, vol 13. Southern Illinois University Press, Carbondale and Edwardsville
Dewey J (1988b) Reconstruction in philosophy. In: Boydston JA (ed) John Dewey: the middle works 1899–1924, vol 12. Southern Illinois University Press, Carbondale & Edwardsville
Dewey J (1988c) Philosophy and education. In: Boydston JA (ed) John Dewey: The Later Works 1925–1953, vol 5. Southern Illinois University Press, Carbondale and Edwardsville
Dewey J (1988d) Human nature and conduct. In: Boydston JA (ed) John Dewey: The Middle Works, 1899–1924, vol 14. Southern Illinois University Press, Carbondale & Edwardsville
Dewey J (1988e) Construction and criticism. In: Boydston JA (ed) John Dewey: The Later Works 1925–1953, vol 5. Southern Illinois University Press, Carbondale and Edwardsville
Dewey J (1990) The school and society; and the child and the curriculum. The University of Chicago Press, Chicago & London
Dewey J (1991a) Logic: the theory of inquiry. In: Boydston JA (ed) John Dewey: The Later Works 1925–1953, vol 12. Southern Illinois University Press, Carbondale and Edwardsville
Dewey J (1991b) How we think. Prometheus Books, Buffalo
Dewey J, Bentley A (1991) Knowing and the known. In: Boydston JA (ed) John Dewey: the later works 1925–1953, vol 16. Southern Illinois University Press, Carbondale and Edwardsville
Dewey J, Childs JL (1989) The underlying philosophy of education. In: Boydston JA (ed) John Dewey: the later works 1925–1953, vol 8. Southern Illinois University Press, Carbondale and Edwardsville
Gardner H (1999) Intelligence reframed: multiple intelligences for the 21st century. Basic Books, New York
Heidegger M (1968) What is called thinking? Trans JG Gray, Harper & Row, New York
Heidegger M (2002) The essence of truth. Trans T. Sadler, Continuum, London & New York
Hirst PH (1965) Liberal education and the nature of knowledge. In: Archambault RD (ed) Philosophical analysis and education. Routledge & Kegan Paul Ltd., London, pp 113–138
Kruckeberg R (2006) A Deweyan perspective on science education: constructivism, experience, and why we learn science. Science & Education 15(1):1–30
Kuhn TS (1970) The Structure of scientific revolutions. The University of Chicago Press, Chicago
Peters R (1967) Ethics and education. Scott Foresman, Atlanta
Phillips DC (2000) An opinionated account of the constructivist landscape. In: Phillips DC (ed) Constructivism in education: opinions and second opinions on controversial issues. The University of Chicago Press, Chicago, pp 1–18
Pring R (1976) Knowledge and schooling. Open Books Publishing Ltd., London
Pring R (2004) Philosophy of education: aims, theory, common sense and research. Continuum, London & New York
Putnam H (2002) The collapse of the fact/value dichotomy and other essays. Harvard University Press, Cambridge, Massachusetts & London
Rorty R (1979) Philosophy and the mirror. Princeton University Press, Princeton, N.J
Tseitlin M, Galili I (2006) Science teaching: what does it mean? Science & Education 15(5):393–417
Acknowledgements
I wish to thank the reviewers for their most helpful suggestions on an earlier draft
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Webster, S. How a Deweyan science education further enables ethics education. Sci & Educ 17, 903–919 (2008). https://doi.org/10.1007/s11191-006-9062-6
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11191-006-9062-6