PSA 1974 pp 313-321 | Cite as

Philosophy of Science, History of Science, and Science Education

  • Robert Palter
Part of the Boston Studies in the Philosophy of Science book series (BSPS, volume 32)


Since I have had the privilege of reading the remarks of my fellow-symposiasts before writing out my own, I should like to begin by making the briefest of comments on each of their contributions. Professor Petrie raises the Kantian-like question of how science education is possible — or, more precisely, how, if all observation is theory-laden, science education is possible. His intriguing answer is that “Science education is possible with the aid of the humanistic tool of metaphor.” I find it difficult to asses this formulation without further examples of its concrete application to actual pedagogical problems in the natural sciences. In Kantian terms, one might say that Professor Pétrie, having made use of the synthetic method in deducing the possibility of science education, should now turn around and use the analytic method (the method of Kant’s Prolegomena), that is to say, he should take a broad range of representative examples of successful science education and show how their success depends critically on certain key metaphors which bridge the gap between the students’ frame of reference and the frames of reference of the respective scientific theories being learned/taught.


Science Education Science Textbook Scientific Ability Improve Science Education Scientific Growth 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© D. Reidel Publishing Company, Dordrecht, Holland 1976

Authors and Affiliations

  • Robert Palter
    • 1
  1. 1.University of Texas at AustinUSA

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