Beliefs And Values In Science Education (Developing Science by Poole M W

By Poole M W

This booklet examines ways that ideals and values engage with technological know-how and technology instructing. It appears at a number of the religious, ethical, social and cultural contexts in which technology has constructed and considers how those components can impact the alternative of medical concept. a number of historic sections supply source fabric for exhibiting students the position of the historical past of technological know-how within the examine of technological know-how. Interactions among technology and non secular trust also are analysed to explain the character, strengths and boundaries of technological know-how in addition to its position within the overall curriculum.Publication of this publication is very well timed as contributions to students' religious, ethical, social and cultural improvement are at present receiving emphasis around the complete curriculum.

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Furthermore, controversial issues do not always involve value-judgements. There are plenty of such issues to be found in science education, concerning the content of science, issues such as the development of the early universe and the nature of evolutionary change. 29 2 Juslzfication So, then, should controversial issues be taught in science classes? It is difficult to see how they could be totally avoided, even if desirable. 4° Controversy is part of life. It arises because people hold different values and have different priorities and interpretations for the same values.

These areas of concern are currently receiving considerable attention across the curriculum in general and in science teaching in particular, in consequence of the requirement to promote the spiritual and moral development of pupils across the curriculum. 1 1 The limitations of science Although logical positivism now occupies a distant chapter in the history of recent philosophy, the view that science is omnicompetent still has its prophets and disciples. Peter Atkins, an Oxford physical chemist, wrote in the New Scientist: Historically, the unstopped flow of science gives us reason to believe that it is omnicompetent.

5 There were variants of positivism, but it was essentially anti-metaphysical. It took its name from the assumption that sensation gives direct experience of the physical world and we can be positive about it because it is 'given'. Positivism can best be summed up by some words of Bertrand Russell, used in the title of this chapter: 'Whatever knowledge is attainable, must be attained by scientific methods; and what science cannot discover, mankind cannot know' 6 Sixty years on, Russell's antipathy towards religion, and the view that science is the only source of knowledge, still has its followers.

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