Science Education as Emancipatory: The Case of Roy Bhaskar's Philosophy of Meta-Reality

Autor/in	Zembylas, Michalinos
Titel	Science Education as Emancipatory: The Case of Roy Bhaskar's Philosophy of Meta-Reality
Quelle	In: Educational Philosophy and Theory, 38 (2006) 5, S.665-676 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2006.00218.x
Schlagwörter	Science Education; Critical Theory; Feminism; Multicultural Education; Educational Philosophy; Educational Theories + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Kritische Theorie; Feminismus; Multikulturelle Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie
Abstract	In this essay, I argue that Roy Bhaskar's philosophy of meta-Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naive realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta-Reality suggests a radically new way to re-visit the suspect notion of emancipation. The implications for critical science education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10