Canadian Journal of Bioethics / Revue canadienne de bioéthique (00):1-21 (2016)
Abstract |
This article intends to show that the defense of ‘‘understanding’’ as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students.
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Keywords | Epistemology of testimony Understanding Science Education |
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References found in this work BETA
What is Justified Belief?Alvin Goldman - 1979 - In George Pappas (ed.), Justification and Knowledge. Boston: D. Reidel. pp. 1-25.
The Concept of Mind.Gilbert Ryle - 1949 - Revue Philosophique de la France Et de l'Etranger 141:125-126.
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2016-07-29
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426 ( #22,360 of 2,499,411 )
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34 ( #25,620 of 2,499,411 )
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