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ERIC Number: ED415091
Record Type: Non-Journal
Publication Date: 1996
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Perspectives on Postmodernism and Science Education.
Good, Ron
Postmodernism is a multi-faceted movement of people who share a dissatisfaction with knowledge claims that embrace universalism. In contrast to science, the centerpiece of the Enlightenment, postmodernism sees only power games of discourse with no external reality existing as the ultimate arbiter. In science education, postmodernism is seen in the proposals for "robust" multicultural science education and radical constructivism. Proponents for each of these movements refer to the postepistemological nature of their positions. The Portland Public Schools African-American Baseline Essays illustrates what can occur when reasonable ideas about the nature of science (i.e., Science for All Americans, National Science Education Standards) are rejected in favor of "robust" multicultural science education. Confusing science with technology appears to be one of the most common errors of many science critics and the role of nature is very much diminished in postmodern accounts of science. Inclusion is separated from the rejection of universalism by showing that it is a moral not an epistemic policy or goal. It is also argued (following Siegel, 1995) that inclusion is as much the moral property of modernists as it is of the postmodernists. (Contains 23 references.) (Author)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A