Educational Philosophy and Theory 45 (5):546-570 (2013)

Robert Keith Shaw
University of Auckland (PhD)
Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. The achievement of each event of disclosure requires the precise manipulation of equipment, which is an activity that depends on truth as correspondence. The implications of the hermeneutic philosophy of science for science education are profound. The article refers to Newton?s early work on optics to explore what the theory implies for teaching. Modern science?as the event of truth?is a relationship between an individual student, equipment, and reality. Science teachers provide for their students? access to truth and they may show how their discipline holds a special relationship to reality. If the aim of science teaching is to enable students to disclose reality, the science curriculum will challenge some of the current practices of schooling. If teachers base science teaching upon the hermeneutic philosophy of science, science will assert itself as the intellectual discipline that derives from nature, and not from the inclinations of human beings. Science teachers teach nature?s own science
Keywords hermeneutics  Heelan  Newton  science  science education  truth
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DOI 10.1111/j.1469-5812.2011.00836.x
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References found in this work BETA

The Structure of Scientific Theories.Frederick Suppe (ed.) - 1974 - Urbana, University of Illinois Press.
The Genesis of Heidegger's Being and Time.Theodore Kisiel - 1993 - University of California Press.

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Citations of this work BETA

Chasing Heideggerian Circles: Freedom, Call, and Our Educational Ground.Vasco D’Agnese - 2017 - Educational Philosophy and Theory 49 (10):946-956.
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