, Volume 80, Issue 1, pp 9–41

The rationality of science, critical thinking, and science education

  • Harvey Siegel

DOI: 10.1007/BF00869946

Cite this article as:
Siegel, H. Synthese (1989) 80: 9. doi:10.1007/BF00869946


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.

Copyright information

© Kluwer Academic Publishers 1989

Authors and Affiliations

  • Harvey Siegel
    • 1
  1. 1.Department of PhilosophyUniversity of MiamiCoral GablesUSA