Religion, Nature, Science Education and the Epistemology of Dialectics

Autor/in	Alexakos, Konstantinos
Titel	Religion, Nature, Science Education and the Epistemology of Dialectics
Quelle	In: Cultural Studies of Science Education, 5 (2010) 1, S.237-242 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-009-9252-z
Schlagwörter	Stellungnahme; Educational Philosophy; Epistemology; Teaching Methods; Religion; Sciences; Beliefs; Scientific Concepts; Religious Factors; World Views; Scientific Enterprise; Science Education; Science Instruction; Science and Society; Educational Policy; Scientific Principles; Evolution; Controversial Issues (Course Content); Educational Environment; Creationism + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Wissenschaft; Belief; Glaube; World view; Weltanschauung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Politics of education; Bildungspolitik; Controversial issues; Kontroverse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schöpfungstheologie
Abstract	In his article "Scientists at Play in a Field of the Lord", David Long (2010) rightly challenges our presumptions of what science is and brings forth some of the disjunctures between science and deeply held American religious beliefs. Reading his narrative of the conflicts that he experienced on the opening day of the Creation Museum, I cannot help but reconsider what the epistemology of science is and science learning ought to be. Rather than science being taught as a prescribed, deterministic system of beliefs and procedures as it is often done, I suggest instead that it would be more appropriate to teach science as a way of thinking and making sense of dialectical processes in nature. Not as set of ultimate "truths", but as understandings of processes themselves in the process of simultaneously becoming and being transformed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10