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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, Albert

In: Science & Education, 2009, vol. 18, no. 8, p. 1095-1100

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    Titel
    • 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
    Autor
    • Zeyer, Albert. Institute of Upper Secondary and Vocational Education, University of Zuerich, Zuerich, Switzerland
    Dokumententyp
    • Postprint
    Sprache
    • Englisch
    Veröffentlicht in
    • Science & Education, 2009, vol. 18, no. 8, p. 1095-1100. Springer Netherlands
    Andere elektronische Ausgabe
    Klassifikation
    • Kunst
    OAI-PMH-ID
    • oai:doc.rero.ch:317146
    Summary
    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