Seungbae Park
Ulsan National Institute Of Science And Technology
Scientific realists believe both what a scientific theory says about observables and unobservables. In contrast, scientific antirealists believe what a scientific theory says about observables, but not about unobservables. I argue that scientific realism is a more useful doctrine than scientific antirealism in science classrooms. If science teachers are antirealists, they are caught in Moore’s paradox when they help their students grasp the content of a scientific theory, and when they explain a phenomenon in terms of a scientific theory. Teachers ask questions to their students to check whether they have grasped the content of a scientific theory. If the students are antirealists, they are also caught in Moore’s paradox when they respond positively to their teachers’ questions, and when they explain a phenomenon in terms of a scientific theory. Finally, neither teachers nor students can understand phenomena in terms of scientific theories, if they are antirealists.
Keywords Moore's Paradox  Science Education  Scientific Antirealism  Scientific Realism
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DOI 10.3846/cpc.2016.241
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References found in this work BETA

Philosophical Investigations.Ludwig Josef Johann Wittgenstein - 1953 - New York, NY, USA: Wiley-Blackwell.
Two Dogmas of Empiricism.Willard V. O. Quine - 1951 - Philosophical Review 60 (1):20–43.
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Philosophical investigations.Ludwig Wittgenstein & G. E. M. Anscombe - 1953 - Revue Philosophique de la France Et de l'Etranger 161:124-124.

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Citations of this work BETA

Does Scientific Progress Consist in Increasing Knowledge or Understanding?Seungbae Park - 2017 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 48 (4):569-579.
Understanding Without Justification and Belief?Seungbae Park - 2017 - Principia: An International Journal of Epistemology 21 (3):379–389.
The Problem of Unobserved Anomalies.Seungbae Park - 2018 - Filosofija. Sociologija 29 (1):4-12.

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