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Academic science, cultural intransigence, and devious educo-politics

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Abstract

In the context of educational soundness, a case is made for distinguishing between two overlapping concepts: academic science and relevant science. In the context of political reality, a case is made for a science educator to hone strategies that co-opt, circumvent, or marginalize political adversaries before they do the same to you.

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Notes

  1. I offered a richer landscape of science content categories by positing one category for academic science content—wish-they-knew science—and six categories for relevant science content: functional science, have-cause-to-know science, need-to-know science, enticed-to-know science, personal-curiosity science, and science-as-culture (Aikenhead 2006). These categories arose from answering the question, “Who decides what is relevant?”

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  1. Aboriginal Education Research Centre, University of Saskatchewan, Saskatoon, SK, Canada

    Glen S. Aikenhead

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  1. Glen S. Aikenhead
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Correspondence to Glen S. Aikenhead.

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Aikenhead, G.S. Academic science, cultural intransigence, and devious educo-politics. Cult Stud of Sci Educ 5, 613–619 (2010). https://doi.org/10.1007/s11422-010-9265-7

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  • DOI: https://doi.org/10.1007/s11422-010-9265-7

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