The rationality of science, critical thinking, and science education

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Abstract

This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science's rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched.

Original languageEnglish (US)
Pages (from-to)9-41
Number of pages33
JournalSynthese
Volume80
Issue number1
DOIs
StatePublished - Jul 1 1989

ASJC Scopus subject areas

  • Philosophy
  • Social Sciences(all)

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