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By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science.
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Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies.
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Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.
List of contents
Foreword; Acknowledgements; 1: Science Education and the Virtues; 2: The Links Between the Virtues, Science, and Science Education; 3: The Good, the Bad and the Study; 4: Vocation, Science, and the Good Life; 5: The Rise Of Neoliberalism and the Changing Emphasis On What Is Valued In Science Education; 6: Countering Scientism And Skepticism in Teaching the Nature Of Science Through Its Virtues; 7. Teachers, Virtues and Professional Practice; 8: Informal Science Learning Environments and Contextualized Innovation Spaces (Jugaad): Exploring Phronesis and a Virtue-based Theory Of Knowledge; 9: The Virtue Of Citizenship: The Deficit Of Democratic Politics In Science Education; 10: Science Teaching as a Moral Endeavor: Making Sense from Critical Sociocultural and Heritage Perspectives
About the author
Wayne Melville, Ph.D., is Professor of Science Education and Dean of the Faculty of Education at Lakehead University, Canada.
Donald Kerr, Ph.D., is Associate Professor of Education in the Faculty of Education at Lakehead University, and Chair of the Department of Undergraduate Studies in Education.
Summary
By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science.
Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies.
Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.
