Matthews Science, Worldviews and Education

Reprinted from the Journal Science & Education
1. Auflage 2009
ISBN: 978-90-481-2779-5
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 345 Seiten

This book has its origins in a special issue of the journal Science & Education (Volume 18 Numbers 6–7, 2009). The essay by Costas Skordoulis – ‘Science and Worldviews in the Marxist Tradition’ – did not appear in that special issue due to a mistake in production scheduling. It was published in an earlier issue of the journal (Volume 17 Number 6, 2008), but has been included in this book version of the special issue. As explained in the Introduction, the catalyst for the journal special issue was the essay on ‘Science, Worldviews and Education’ submitted to the journal by Hugh G. Gauch Jr. This was circulated to the other contributors who were asked to write their own contribution in the light of the arguments and literature contained in the paper. Hugh made brief ‘Responses and Clari?cations’ after the papers were written. However the Tanis Edis article on Islam and my own article on Priestley were processed too late to bene?t from Hugh’s appraisal. The journal is associated with the International History, Philosophy, and Science Teaching Group which was formed in 1987. The group stages biennial international conferences and occasional regional conferences (details can be found at www. ihpst. org). The group, though the journal, conferences, and its electronic newsletter (at www. ihpst.

Autoren/Hrsg.

Matthews, Michael

Inhaltsverzeichnis

1;Contents;5
2;Preface;6
3;Science, Worldviews and Education: An Introduction;9
3.1;1 Introduction;9
3.2;2 Debate About the Nature of Science (NOS);12
3.3;3 Culture and Worldviews;13
3.4;4 Science and Worldviews;17
3.5;5 Nature of Science and Worldviews in Science Curricula;19
3.6;6 Contributions to this Volume;23
3.7;7 Conclusion;31
3.8;References;31
3.9;Author Biography;33
4;Science, Worldviews, and Education;35
4.1;1 Introduction;36
4.2;2 A Spectrum of Opinions;36
4.3;3 Stipulatory and Substantive Issues;39
4.4;4 Seven Pillars of Science;40
4.5;5 Scientific Method;41
4.6;6 The Testability of Worldviews;45
4.7;8 Necessary and Unnecessary Presuppositions;51
4.8;9 Conclusions;53
4.9;References;54
5;Teaching the Philosophical and Worldview Components of Science;57
5.1;1 Introduction;57
5.2;2 Science and Philosophy;61
5.3;3 Science and Metaphysics;64
5.4;4 Science and Worldviews;67
5.5;5 Worldviews and the Scientific Revolution;68
5.6;6 The Logic of Atomism;74
5.7;7 When Worldviews Collide: The Atomistic Heresy;75
5.8;8 The Survival of Scholasticism;78
5.9;9 Options for Reconciling Worldviews;80
5.10;10 Conclusion;82
5.11;References;83
5.12;Author Biography;88
6;Worldviews and their relation to science;89
6.1;1 Introduction;89
6.2;2 What is a worldview?;90
6.3;3 Gauch’s seven pillars of science;95
6.4;4 Do the pillars of science have any worldview content?;96
6.5;5 Criticism and the mode of scientific explanation as sources of worldview import;99
6.6;6 Worldviews and multiculturalism: some implications for science education;102
6.7;7 Conclusion;103
6.8;References;104
7;Contemporary Science and Worldview-Making;106
7.1;1 Introduction;107
7.2;2 The Compelling Part of Science;109
7.3;3 What’s within Reach?;111
7.4;4 Science’s Epistemic Arrow;112
7.5;5 Teleology, Now?;114
7.6;6 Competition between Worldviews;118
7.7;References;122
8;The Electromagnetic Conception of Nature at the Root of the Special and General Relativity Theories and its Revolutionary Meaning;124
8.1;1 Introduction: Conceptions of Nature;124
8.2;2 Electromagnetic Conception of Nature and Special Relativity;127
8.3;3 Einstein, Hilbert and the Origins of the General Relativity Theory;128
8.4;4 Einstein’s Cosmic Religion and Hilbert’s Worldview;132
8.5;5 Conclusions: Science Education and Worldviews;137
8.6;References;138
9;Imagining the World: The Significance of Religious Worldviews for Science Education;141
9.1;1 The Relationship between Science and Religion;142
9.2;2 Scientific and Religious Understandings of Biodiversity;144
9.3;3 March of the Penguins;145
9.4;4 And Tango Makes Three;148
9.5;5 Possible Ways Forward When Teaching School Science;150
9.6;References;152
10;Whose Science and Whose Religion? Reflections on the Relations between Scientific and Religious Worldviews;155
10.1;1 Introduction;156
10.2;2 Some Preliminaries on the Nature of Science;157
10.3;3 Five Questions;158
10.4;4 Conclusion;168
10.5;References;169
11;Can Science Test Supernatural Worldviews?;171
11.1;1 Major Scientific Institutions Claim That Science Cannot Test Supernatural Worldviews;172
11.2;2 Science Can Test Supernatural Claims: A Bayesian Perspective;173
11.3;3 Believing ‘‘On Faith’’;183
11.4;4 NOMA Again;185
11.5;5 Natural Psychological Explanations for the Origin and Persistence of Supernatural Worldviews;186
11.6;6 Going Wherever the Evidence Leads;187
11.7;7 Science Does Not Presuppose Naturalism. Whether or Not the Supernatural Exists Is an Empirical Question;188
11.8;8 Implications and Challenges for Science Education;190
11.9;References;192
12;The Interplay of Scientific Activity, Worldviews and Value Outlooks;196
12.1;1 Introduction;196
12.2;2 ‘‘Scientific Activity,’’ ‘‘Worldviews,’’ ‘‘Value Outlooks’’;197
12.3;3 The ‘‘Scientific’’ Worldview and the Values of Technological Progress;199
12.4;4 Costs of Privileging the Decontextualized Approach;208
12.5;5 Conclusion;214
12.6;References;216
13;Fall and Rise of Aristotelian Metaphysics in the Philosophy of Science;218
13.1;1 The Enlightenment Dismissal of Aristotelian Metaphysics, and its Neo-Aristotelian Opponents;218
13.2;2 Historical Reconsiderations of the Role of Aristotelianism in Science;220
13.3;3 The Scientific Revolution and Aristotelian Metaphysics;223
13.4;4 Hume, Positivism, and the Eclipse of Aristotelianism;231
13.5;5 Rebirth of Aristotelianism in the Philosophy of Science;235
13.6;References;238
14;Modern Science and Conservative Islam: An Uneasy Relationship;242
14.1;1 Introduction;242
14.2;2 Resisting Evolution;243
14.3;3 Creationism in Turkey;246
14.4;4 Varieties of Creationism;248
14.5;5 Partial Acceptance of Evolution;251
14.6;6 Created Nature;253
14.7;7 An Illusion of Harmony;255
14.8;8 Conclusion;258
14.9;References;258
15;Science and worldviews in the marxist tradition;261
15.1;1 Introduction;261
15.2;2 Science: Materialist Ontology, Realist Epistemology, Social Activity;263
15.3;3 The Theoretical Landscape of Marxism;264
15.4;4 Marx’s Encounter with Natural Philosophy and Materialism;266
15.5;5 Marx’s Science-Realism;267
15.6;6 Science as Social Activity: The Conceptual Autonomy of Science;269
15.7;7 Marxism among the Scientists. Implications for Science Education;270
15.8;References;272
16;Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis;274
16.1;1 Introduction;274
16.2;2 Some Appraisals of Priestley;276
16.3;3 Priestley’s Life;277
16.4;4 Priestley’s Publications;279
16.5;5 Priestley and the Enlightenment;279
16.6;6 The Philosophical and Experimental Path to Photosynthesis (‘The Restoration of Air’);282
16.7;7 Priestley’s First Steps towards the Discovery of Photosynthesis;285
16.8;8 Priestley’s Final Steps Towards Photosynthesis;290
16.9;9 Priestley’s Providential Worldview;293
16.10;10 Priestley in the Classroom;296
16.11;11 Conclusion;300
16.12;References;301
17;Responses and Clarifications Regarding Science and Worldviews;306
17.1;1 Introduction;306
17.2;2 Worldview Reasoning;307
17.3;3 Worldview Evidence;310
17.4;4 Worldview Convictions;319
17.5;5 Additional Responses and Clarifications;322
17.6;6 Seven Questions for the AAAS and NAS;326
17.7;7 Conclusions;327
17.8;References;327
18;Author Index;329
19;Subject Index;336