Truth and science education ABSTRACT :
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Truth and science education
ABSTRACT:
Sceptics, relativists and other deniers of truth do science a great injustice. Timid science teachers – who fear the consequences if they lay claim to truth – do the discipline of science a great wrong.
The root of the difficulty is a lack of understanding about the nature of science. Constructivist theories of science, which are hegemonic in Western education, inevitably undervalue science. Science disappears as another culture.
To penetrate the nature of science you must grapple with truth. This paper uses Newton’s engagement with optics as an example to show what modern science is in and of itself. It distinguishes modern science from other forms of enquiry and suggests how the science curriculum might be reformed to restore modern science to its rightful place in Western education.
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A b r i e f a c c o u n t o f t h e p h i l o s o p h y o f s c i e n c e
T r u t hT h e p h i l o s o p h y o f s c i e n c eH e i d e g g e r ’ s t h e o r yD i s c o v e r y a s t r u t h
T r u t h i n m o d e r n s c i e n c eH e i d e g g e r ’ s c h a r a c t e r i s t i c sN e w t o n
I m p l i c a t i o n sP h i l o s o p h y o f s c i e n c eS c i e n c e e d u c a t i o nN e w Z e a l a n d t e a c h i n g r e s o u r c e
Today
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Three schools o f thought:
Posi t iv ist
Construct ivist
Phenomenological
Philosophy of science
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Heidegger’s concept of truth
Correspondence
Disclosure
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T r u t hT h e p h i l o s o p h y o f s c i e n c eH e i d e g g e r ’ s t h e o r yD i s c o v e r y a s t r u t h
T r u t h i n m o d e r n s c i e n c eH e i d e g g e r ’ s c h a r a c t e r i s t i c sN e w t o n
I m p l i c a t i o n sP h i l o s o p h y o f s c i e n c eS c i e n c e e d u c a t i o nN e w Z e a l a n d t e a c h i n g r e s o u r c e
Today
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Three characteristics of modern science
1 F r a m e w o r k / g r o u n d p l a nP r e - l o g i cPe r c e p t i o nM e a s u r a b l e o b j e c t sT h e R e a l
2 Fo r c e n a t u r e t o r e v e a l m o r e o f i t s e l fFo l l o w p r o c e d u r e sE q u i p m e n tE v e n t o f t r u t hI n d i v i d u a lPe r c e p t i o n
3 C o n s e q u e n c e s o f d i s c l o s u r e sL i t e r a t u r eI n s t i t u t i o n sWo r k f o r c e
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Newton’s optics
166422 year s - o ldTr i n i t y Co l l ege
Q u e s t i o n e s q u æ d a m P h i l o s o p h i æC e r t a i n p h i l o s o p h i c a l q u e s t i o n s
A m i c u s P l a t o a m i c u s A r i s t o t e l e s m a g i s a m i c a v e r i t a sP l a t o a n d A r i s t o t l e a r e m y f r i e n d s , b u t t r u t h i s a b e t t e r f r i e n d
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Newton’s opticsTruth as correspondence
1692 1704
1667 Fe l l ow a t T r in i t y
Co l l ege
1666
1666
1672 Roya l Soc i e ty
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Newton’s opticsTruth as disclosure
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T r u t hT h e p h i l o s o p h y o f s c i e n c eH e i d e g g e r ’ s t h e o r yD i s c o v e r y a s t r u t h
T r u t h i n m o d e r n s c i e n c eH e i d e g g e r ’ s c h a r a c t e r i s t i c sN e w t o n
I m p l i c a t i o n sP h i l o s o p h y o f s c i e n c eS c i e n c e e d u c a t i o nN e w Z e a l a n d t e a c h i n g r e s o u r c e
Today
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Pos i t i v i s t s & cons t r uc t i v i s t s
Re la t i v i sm
Techno l ogy
Per pe tu at i on o f sc i en ce
B i o l ogyDNA / Co l d Spr i ng Har bor
Mande lbr o t ’ s f r ac ta l s
Implications- philosophy of science
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T r u t h
D e m o n s t r a t i o n s E x p e r i m e n t s S i m u l a t i o n s
H y p o t h e s i s
M a t h e m a t i c a l m o d e l s
S c i e n t i fi c m e t h o d
C u r r i c u l u m s t r u c t u r e
S c i e n c e l i t e r a c y
N a t u r e o f s c i e n c e
Implications- science education
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Truth and science education
THANK YOU
www.igs.net/~pballan/Appendix1.htm
www.shaw.org.nz