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Historians and philosophers of science should play a role in this debate. Since the nineteenth century there has been a persistent, if minor, tradition arguing for incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs.
Nov 5, 2021 · In sum, we have argued that teaching philosophy of science to non-philosophy students requires a fundamentally different approach compared with teaching philosophy students. While this may not be a surprising conclusion by itself, it is not immediately clear how exactly the difference can and should be made.
- Henk W. de Regt, Edwin Koster
- 2021
- Science: The Endless Frontier
- Measurements and Mathematics
- Statistics
- Reductionism
- The Pursuit of Certainty
Why do we have science? The traditional answer was already given by Aristotle, in the very first sentence of his Metaphysics: “All men by nature desire to know.” (Aristotle 1984a, 980a25) Knowledge as an end in itself is still used as a powerful justification for science. However, if it had been the only justification, society would hardly have inv...
It is a widely accepted view that science is characterized by a scientific method. Traditionally historians and philosophers of science thought that it was based on observation and experiments. However, thanks to the historians of science Edmund Burtt (Burtt 1972) and Alexandre Koyré (Koyré 1978), and later Thomas Kuhn, this view has changed. Altho...
Newton’s mechanics is deterministic. When we know the initial state of the system, we can in principle predict future states with infinite accuracy. However, it was early recognized that not all sciences would be able to live up to this ideal. It is therefore no accident that mathematical theories of probability and statistics were developed just a...
It is an old idea, already found in Aristotle, that all things can be ordered in a kind of hierarchy according to their complexity. The hierarchy can for example be ordered according to the categories whole/part, as organisms, cells, molecules, atoms, elementary particles, quarks etc. What is whole at one level, consists of the parts at the lower l...
Already Galileo knew that to investigate a phenomenon, we have to simplify and idealize. The results of our investigations are therefore not unconditionally valid in the natural world. He pointed for example out that his law of freely falling bodies was only valid in the ideal case of no friction. (Galilei 1954, 72) However, it has traditionally be...
- Ragnar Fjelland
- ragnar.fjelland@uib.no
- 2021
Jan 1, 2018 · Modern science teacher education has tended overall to bypass philosophy and philosophy of education for courses on instructional techniques, classroom management, cultural studies, and learning theories from psychology and cognitive science – which still dominate the field – but a shift toward EPAT could have positive results for helping ...
- rmschulz@shaw.ca
Jun 2, 2008 · This is a file in the archives of the Stanford Encyclopedia of Philosophy. Philosophy of Education. First published Mon Jun 2, 2008. All human societies, past and present, have had a vested interest in education; and some wits have claimed that teaching (at its best an educational activity) is the second oldest profession.
Jun 2, 2008 · Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice.
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This chapter provides a brief history of both eastern and western educational philosophies, briefly tackles the difference between morality and ethics, and concludes by discussing some of the major educational philosophies and educational philosophers of note. References. Educational Principles and Practice in Veterinary Medicine.
