Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-25T17:15:36.214Z Has data issue: false hasContentIssue false
  • English
  • Français

Philosophy of Science, History of Science, and Science Education

Published online by Cambridge University Press:  28 February 2022

Robert Palter
Robert Palter*
Affiliation:
University of Texas at Austin
Get access Rights & Permissions [Opens in a new window]

Extract

Since I have had the privilege of reading the remarks of my fellow-symposiasts before writing out my own, I should like to begin by making the briefest of comments on each of their contributions. Professor Petrie raises the Kantian-like question of how science education is possible – or, more precisely, how, if all observation is theory-laden, science education is possible. His intriguing answer is that “Science education is possible with the aid of the humanistic tool of metaphor.” I find it difficult to asses this formulation without further examples of its concrete application to actual pedagogical problems in the natural sciences.

Type
Symposium: Science Education and the Philosophy of Science
Information
PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association , Volume 1974 , 1974 , pp. 313 - 321
Copyright
Copyright © 1976 by D. Reidel Publishing Company, Dordrecht-Holland

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Block, N. and Dworkin, G.: 1974, ‘IQ: Heritability and Inequality, Part 1’, Philosophy and Public Affairs 3, 331-409.Google Scholar
Field, G., Arp, H., and Bahcall, J.: 1973, The Redshift Controversy, W. A. Benjamin, Inc., Reading, Mass.Google Scholar
Friedman, M.: 1974, ‘Explanation and Scientific Understanding’, J. of Philosophy 71, 5-19.CrossRefGoogle Scholar
Kreisler, M.: 1973, ‘Are There Faster-than-Light Particles?’, American Scientist 61, 201-8.Google Scholar
Kuhn, T.: 1970, ‘Reflections on My Critics’, in I. Lakatos and A. Musgrave (eds.), Criticism and the Growth of Knowledge, Cambridge U.P., Cambridge, pp. 231-78.CrossRefGoogle Scholar
Martin, J.: 1970, Explaining, Understanding, and Teaching, McGraw-Hill, New York.Google Scholar
Martin, M.: 1972, Concepts of Science Education, Scott, Foresman and Co., Glenview, Illinois.Google Scholar
Popper, K.: 1972, Objective Knowledge, Oxford U.P., Oxford.Google Scholar
Rensch, B.: 1966, Evolution Above the Species Level, John Wiley and Sons, New York.Google Scholar
Toulmin, S.: 1972, Human Understanding, Vol. I: The Collective Use and Evolution of Concepts, Princeton U.P., Princeton, N.J.Google Scholar
Trautman, A.: 1965, ‘Comparison of Newtonian and Relativistic Theories of Space-Time’, in HofTmann, B. (ed.), Perspectives in Geometry and Relativity, Indiana U.P., Bloomington, Indiana, pp. 413-25.Google Scholar
Truesdell, C : 1952, ‘A Program of Physical Research in Classical Mechanics’, Zeit.f. Angewandte Math. u. Physik 11, 79-95; reprinted in Truesdell, C., The Mechanical Foundations of Elasticity and Fluid Dynamics, Gordon and Breach Science Publishers, New York (1966), pp. 187-203.Google Scholar
Truesdell, C.: 1968, ‘Recent Advances in Rational Mechanics’, in C. Truesdell, Essays in the History of Mechanics, Springer-Verlag, New York, pp. 334-366.CrossRefGoogle Scholar
Truesdell, C.: 1960, ‘A Program Toward Rediscovering the Rational Mechanics of the Age of Reason’, Archive for History of Exact Sciences, 1, 3-36.10.1007/BF00357393CrossRefGoogle Scholar
Truesdell, C. and Noll, W.: 1965, The Non-Linear Field Theories of Mechanics, Encyclopedia of Physics (ed. by S. Flugge), Vol. III/3, Springer-Verlag, Berlin.Google Scholar
Ziff, P.: 1972, Understanding Understanding, Cornell U.P., Ithaca, N.Y.Google Scholar