Header

UZH-Logo

Maintenance Infos

Public reason and teaching science in a multicultural world: a comment on cobern and loving: "An essay for educators..." in the Light of John Rawls' Political Philosophy


Zeyer, A (2009). Public reason and teaching science in a multicultural world: a comment on cobern and loving: "An essay for educators..." in the Light of John Rawls' Political Philosophy. Science & Education, 18(8):1095-1100.

Abstract

This is a comment on the article “An Essay for Educators: Epistemological Realism Really is Common Sense” written by Cobern and Loving in Science & Education. The skillful analysis of the two authors concerning the problematic role of scientism in school science is fully appreciated, as is their diagnosis that it is scientism not universal scientific realism which is the cause of epistemological imperialism. But how should science teachers deal with scientism in the concrete every day situation of the science classroom and in contact with classes and students?
John Rawls’ concept of public reason offers three “cardinal strategies” to achieve this aim: proviso, declaration and conjecture. The theoretical framework is provided, the three strategies are described and their relevance is fleshed out in a concrete example.

Abstract

This is a comment on the article “An Essay for Educators: Epistemological Realism Really is Common Sense” written by Cobern and Loving in Science & Education. The skillful analysis of the two authors concerning the problematic role of scientism in school science is fully appreciated, as is their diagnosis that it is scientism not universal scientific realism which is the cause of epistemological imperialism. But how should science teachers deal with scientism in the concrete every day situation of the science classroom and in contact with classes and students?
John Rawls’ concept of public reason offers three “cardinal strategies” to achieve this aim: proviso, declaration and conjecture. The theoretical framework is provided, the three strategies are described and their relevance is fleshed out in a concrete example.

Statistics

Citations

3 citations in Web of Science®
3 citations in Scopus®
Google Scholar™

Altmetrics

Downloads

143 downloads since deposited on 06 Jan 2009
22 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2009
Deposited On:06 Jan 2009 08:46
Last Modified:05 Apr 2016 12:47
Publisher:Springer
ISSN:0926-7220
Publisher DOI:https://doi.org/10.1007/s11191-008-9159-1
Official URL:http://springerlink.metapress.com/content/pkm74t8752943478/fulltext.html

Download

Preview Icon on Download
Preview
Content: Accepted Version
Filetype: PDF
Size: 1MB
View at publisher

TrendTerms

TrendTerms displays relevant terms of the abstract of this publication and related documents on a map. The terms and their relations were extracted from ZORA using word statistics. Their timelines are taken from ZORA as well. The bubble size of a term is proportional to the number of documents where the term occurs. Red, orange, yellow and green colors are used for terms that occur in the current document; red indicates high interlinkedness of a term with other terms, orange, yellow and green decreasing interlinkedness. Blue is used for terms that have a relation with the terms in this document, but occur in other documents.
You can navigate and zoom the map. Mouse-hovering a term displays its timeline, clicking it yields the associated documents.

Author Collaborations