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Abstract:

Philosophical debates on the nature and significance of values in scientific knowledge and practices have differentiated cognitive (or epistemic) values from noncognitive (non-epistemic, such as moral or political) ones. The significance of cognitive values has come to be more or less commonly accepted, but the place of noncognitive values is much more controversial. Analysis and debate on values-related dimensions of scientific knowledge and inquiry has been on the rise in contemporary philosophy of science since 1970. This chapter provides an overview of some current philosophical work on the subject and its possible impact on school science education. First, a sample of these philosophical stances is presented, with emphasis on three different authors who recognise the role of non-epistemic values in scientific activity, without necessarily relinquishing a place for objectivity. Then, some of the rationales for including teaching about values in science education are addressed. The science education and philosophy education research is deployed to sketch some issues that would have to be taken into consideration when introducing one particular type of values - ethics related issues - in the secondary education classroom. Finally, the desirability of a greater interaction among science and philosophy educators is emphasised. Mutual knowledge of the convergences and divergences in approach to values in scientific knowledge and practices, and the challenges posed by teaching about them, can lead to richer and more nuanced approaches to the common aspects in their respective topics. © Springer Science+Business Media Dordrecht 2014.

Registro:

Documento: Parte de libro
Título:Philosophical dimensions of social and ethical issues in school science education: Values in science and in science classrooms
Autor:Couló, A.C.
Filiación:Department of Philosophy, Instituto de Filosofía - CEFIEC, Universidad de Buenos Aires, Buenos Aires, Argentina
Año:2014
Página de inicio:1087
Página de fin:1117
DOI: http://dx.doi.org/10.1007/978-94-007-7654-8_33
Título revista:International Handbook of Research in History, Philosophy and Science Teaching
Título revista abreviado:International Handb. of Research in History, Philosophy and Science Teach.
Registro:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_97894007_v_n_p1087_Coulo

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Citas:

---------- APA ----------
(2014) . Philosophical dimensions of social and ethical issues in school science education: Values in science and in science classrooms. International Handbook of Research in History, Philosophy and Science Teaching, 1087-1117.
http://dx.doi.org/10.1007/978-94-007-7654-8_33
---------- CHICAGO ----------
Couló, A.C. "Philosophical dimensions of social and ethical issues in school science education: Values in science and in science classrooms" . International Handbook of Research in History, Philosophy and Science Teaching (2014) : 1087-1117.
http://dx.doi.org/10.1007/978-94-007-7654-8_33
---------- MLA ----------
Couló, A.C. "Philosophical dimensions of social and ethical issues in school science education: Values in science and in science classrooms" . International Handbook of Research in History, Philosophy and Science Teaching, 2014, pp. 1087-1117.
http://dx.doi.org/10.1007/978-94-007-7654-8_33
---------- VANCOUVER ----------
Couló, A.C. Philosophical dimensions of social and ethical issues in school science education: Values in science and in science classrooms. International Handb. of Research in History, Philosophy and Science Teach. 2014:1087-1117.
http://dx.doi.org/10.1007/978-94-007-7654-8_33