The rationality of science, critical thinking, and science education

Synthese 80 (1):9 - 41 (1989)
Abstract
This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched.
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DOI 10.1007/BF00869946
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References found in this work BETA
The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - University of Chicago Press.
Reason, Truth, and History.Hilary Putnam - 1981 - Cambridge University Press.
The Rationality of Science.W. Newton-Smith - 1981 - Routledge & Kegan Paul.

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Citations of this work BETA
Teaching Philosophy of Science to Scientists: Why, What and How.Till Grüne-Yanoff - 2014 - European Journal for Philosophy of Science 4 (1):115-134.
The Bearing of Philosophy of Science on Science Education, and Vice Versa: The Case of Constructivism.Harvey Siegel - 2004 - Studies in History and Philosophy of Science Part A 35 (1):185-198.

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