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Democratic science teaching: A role for the history of science

  • Part One: A Richer View of Education
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Abstract

For John Dewey, democracy meant the opportunity and the ability to participate in the continuing conversation of the community. To participate effectively, education must free the intelligence to creatively reconstruct the community. Dewey traced logic back to its etymological roots in dialogue. The history of science is the history of a conversation of an international community. To participate in it effectively, students must free their intelligence. Logically, this is best done by creative and disciplined democratic classroom dialogue instead of the monologue common to so many schools. We recommend a dialogical model of science teaching.

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Author notes

  1. James W. Garrison

    Present address: College of Education, Virginia Polytechnic Institute and State University, 24061-0313, Blacksburg, Virginia, USA

Authors and Affiliations

  1. College of Education, Virginia Polytechnic Institute and State University, 24061-0313, Blacksburg, Virginia, USA

    Kenneth S. Lawwill

Authors
  1. James W. Garrison
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  2. Kenneth S. Lawwill
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Garrison, J.W., Lawwill, K.S. Democratic science teaching: A role for the history of science. Interchange 24, 29–39 (1993). https://doi.org/10.1007/BF01447338

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  • DOI: https://doi.org/10.1007/BF01447338

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