Science education — I: The spirit of science
In these two essays we explore the questions: what are the essential features of a workable context for science education? What are the givens, the “of courses,” the “fundamental dispositions” toward science and toward education necessary — or at least sufficient — to provide a fertile ground upon which a functional approach to science education can be established? In the present essay it is argued first that science education must reflect that science is a way of thinking — in fact, more comprehensively, a way of being; and second, and that the fundamentally antiauthoritarian spirit of science must be reconciled with education, with its built-in tendency to be authoritarian.
Key wordsScience education science education reform scientific literacy philosophy of education existentialism in education
Unable to display preview. Download preview PDF.
- Arons, A. B. (1985) “Critical thinking” and the baccalaureate curriculum.Liberal Education 71: 141–157.Google Scholar
- Bruner, J. (1960).The Process of Education Harvard University Press, Cambridge, Massachusetts.Google Scholar
- Fromm, E. (1976).To Have or To Be? Harper & Row, New York.Google Scholar
- Jennings, F. G. (1967). Jean Piaget: Notes on learning.Saturday Review, May 20: 81–83.Google Scholar
- Kneller, G. F. (1965).Existentialism and Education Wiley, New York.Google Scholar
- Morris, Van Cleve (1966).Existentialism in Education Harper & Row, New York.Google Scholar
- Novak, J. (1987). Proceedings of the 2nd International Seminar “Misconceptions and Educational Strategies in Science and Mathematics.” Cornell University, Ithaca, New York.Google Scholar
- Piaget, J. (1954).The Construction of Reality in the Child Basic Books, New York.Google Scholar
- Piaget, J. (1973).To Understand is to Invent: The Future of Education Viking Books, New York.Google Scholar
- Sagan, C. (1989). Why scientists should popularize science.American Journal of Physics 57: 295.Google Scholar