Philosophy, Science, Education and Culture (Google eBook)

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Springer Science & Business Media, Feb 22, 2006 - Science - 490 pages
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Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

  

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Contents

INTRODUCTION
1
CHAPTER
7
SYNOPSIS OF PART I
19
SOME PROBLEMS FOR THEORIES
30
KNOWLEDGE EDUCATION AND CRITICAL
50
3
55
5
62
PLATO ON KNOWLEDGE AND A SOCRATIC
91
A More Sophisticated HypotheticoDeductive Schema
238
Kinds of HypotheticoDeductive Test
245
Applying HypotheticoDeductive Method in
253
BAYESIAN METHODOLOGY IN SCIENCE
259
Bayes Theorem in its Various Forms
267
Applications of Bayes Theorem
273
Implications for Science Education
281
SYNOPSIS OF PART II
321

7
111
VARIETIES OF CONSTRUCTIVISM AND
149
We Never
158
Philosophers on
164
Setting Out the IRA Argument and its Impossibility
171
PHILOSOPHY OF SCIENCE METHODOLOGY
180
Inquiry
185
CHAPTER
206
HYPOTHETICODEDUCTIVISM AS
231
LYOTARD POSTMODERNISM
355
SYNOPSIS OF PART IV
391
Aims of Science or Scientists?
408
POLITICS OF SCIENCE AND SCIENCE
440
EPILOGUE
461
Name Index
479
151
485
259
486
Copyright

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About the author (2006)

Robert Nola is Professor of Philosophy at the University of Auckland and the author of Rescuing Reason.

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