ERIC Number: EJ925124
Record Type: Journal
Publication Date: 2004-Feb
Abstractor: As Provided
Reference Count: 0
Reappraising Positivism and Education: The Arguments of Philippa Frank and Herbert Feigl
Matthews, Michael R.
Science & Education, v13 n1-2 p7-39 Feb 2004
This paper documents some of the "bad press" that Positivism has received in science education; it delineates the varied, and sometimes contradictory, ways in which educationalists characterize positivism; it indicates that Constructive shares the same philosophical commitments as the instrumentalist tradition in positivism; and it suggests that there is considerable educational gain in reconsidering the philosophical and educational commitments of the non-instrumentalist, logical empiricist, tradition in positivism. The paper proceeds by examining and elaborating upon two educational papers of Vienna Circle members Philippa Frank and Herbert Feigl. It is argued that a number of the philosophical and educational "principles" of these foundational positivists are of value to educators facing a worldwide drift from natural sciences in schools and universities, and an increasingly strident anti-science lobby in universities and society. There are at least some positivist babies that should not be thrown out with the educational bathwater.
Descriptors: Constructivism (Learning), Natural Sciences, Science Education, Science Instruction, Schools, Universities
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A