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ERIC Number: EJ799624
Record Type: Journal
Publication Date: 2008-Aug
Pages: 40
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0926-7220
Why Compulsory Science Education Should "Not" Include Philosophy of Science
Davson-Galle, P.
Science & Education, v17 n7 p677-716 Aug 2008
Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science. In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction as early as possible and have championed early secondary school as an appropriate place. Further, mainstream science curricula in a number of countries have, for some time now, supported such introductions (albeit of a more limited sort) under the banner of introducing students to the "Nature of Science". In this paper, I explore a case against such introductions, partly in role as "Devil's Advocate" and partly exploring genuine qualms that have come to disturb me. Generally speaking, my judgement is that no justification is available in terms of benefit to the individual or to society of sufficient weight to outweigh the loss of freedom of choice involved in such forced learning. One possible exception is a minimalist and intellectually passive "Nature of Science" introduction to some uncontroversial philosophical views about science.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A