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ERIC Number: EJ1011321
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0013-1857
Finitude, Fallibilism and Education towards Non-Dogmatism: Gadamer's Hermeneutics in Science Education
Leiviska, Anniina
Educational Philosophy and Theory, v45 n5 p516-530 2013
The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science's privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer's philosophical hermeneutics. I suggest that by relating to the idea of the fallibility of knowledge, Gadamerian philosophy provides a compromise between the extreme positions in the aforementioned debate. Gadamerian hermeneutics also has implications for science education: from the Gadamerian perspective, science education should (1) induce experiences of negation that familiarize learners with their own pre-understanding and (2) introduce learners to the fallibility of knowledge. Finally, I argue that both instances (1) and (2) aim to cultivate non-dogmatism in learners. (Contains 6 notes.)
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A