CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Mario Bunge and the Enlightenment Project in Science Education
Tác giả
Matthews M.R.
Năm xuất bản
2019
Source title
Mario Bunge: A Centenary Festschrift
Số trích dẫn
2
DOI
10.1007/978-3-030-16673-1_36
Liên kết
Tóm tắt
This chapter begins by noting the importance of debates in science education that hinge upon support for or rejection of the Enlightenment project. It then distinguishes the historic eighteenth-century Enlightenment from its articulation and working out in the Enlightenment project; details Mario Bunge’s and others’ summation of the core principles of the Enlightenment; and fleshes out the educational project of the Enlightenment by reference to the works of John Locke, Joseph Priestley, Ernst Mach, Philipp Frank and Herbert Feigl. It indicates commonalities between the Enlightenment education project and that of the liberal education movement, and for both projects it points to the need to appreciate history and philosophy of science. © Springer Nature Switzerland AG 2019.
Từ khóa
Tài liệu tham khảo
Agazzi E., Varieties of Scientific Realism: Objectivity and Truth in Science, (2017); Aikenhead G.S., Towards a first nations cross-cultural science and technology curriculum, Science Education, 81, 2, pp. 217-238, (1997); Anchor R., The Enlightenment Tradition, (1967); Andersen K., Fantasyland: How America Went Haywire, a 500-Year History, (2017); Anderson R.G.W., Lawrence C., Science, Medicine and Dissent: Joseph Priestley (1733–1804), (1987); Arons A.B., Historical and philosophical perspectives attainable in introductory physics courses, Educational Philosophy and Theory, 20, 2, pp. 13-23, (1988); Artz F.B., The Enlightenment in France, (1968); Axtell J.L., The Educational Writings of John Locke, (1968); Becker C., The Heavenly City of the Eighteenth-Century Philosophers, (1960); Berlin I., The Age of Enlightenment: The Eighteenth-Century Philosophers, (1956); Berlin I., Hardy H., The counter-enlightenment, Against the Current, pp. 1-24, (1980); Birch J.S., Lee J., Joseph Priestley. a Celebration of His Life and Legacy, (2007); Blackmore J.T., Ernst Mach: His Work, Life and Influence, (1972); Blackmore J.T., Itagaki R., Tanaka S., Alois Höfler: Polymath, Ernst Mach’s Vienna 1895–1930, (2001); Blom P., A Wicked Company: The Forgotten Radicalism of The European Enlightenment, (2010); Bolton H.C., Scientific Correspondence of Joseph Priestley, (1892); Bradley J., A scheme for the teaching of Chemistry by the historical method, School Science Review, 44, pp. 454-460; Bradley J., Mach’s Philosophy of Science, (1971); Brickhouse N.W., Embodying science: A feminist perspective on learning, Journal of Research in Science Teaching, 38, 3, pp. 282-295, (2001); Brooke J.H., Anderson R.G.W., Lawrence C., Joseph Priestley (1733–1804) and William Whewell (1794–1866): Apologists and historians of science. A tale of two stereotypes, Science, Medicine, and Dissent: Joseph Priestley (1733–1804), pp. 11-27, (1987); Brooke J.H., Science and Religion: Some Historical Perspectives, (1991); Brown J.R., Who Rules in Science: an Opinionated Guide to the Science Wars, (2001); Bunge M., Temas De educación Popular, (1943); Bunge M., Kurtz P., Madigan T.J., Counter-enlightenment in contemporary social studies, Challenges to the Enlightenment: In Defense of Reason and Science, pp. 25-42, (1994); Bunge M., The Sociology-Philosophy Connection, (1999); Bunge M., Social Science under Debate: A Philosophical Perspective, (2000); Butts R.E., Davis J.W., The Methodological Heritage of Newton, (1970); Cassara E., The Enlightenment in America, (1988); Charles S., Smith P.J., Scepticism in the Eighteenth Century: Enlightenment, Lumières, Aufklärung, (2013); Church W.F., The Influence of the Enlightenment on the French Revolution, (1974); Clark W., Clark W., Golinksi J., Schaffer S., The death of metaphysics in enlightened Prussia, The Sciences in Enlightened Europe, pp. 423-473, (1999); Cohen I.B., The Newtonian Revolution, (1980); Cohen R.S., Inquiries and Provocations: Selected Writings of Herbert Feigl 1929–1974, (1981); Cohen R.S., Hilpinen R., Renzong Q., Realism and Anti-Realism in the Philosophy of Science: Beijing International Conference, 1992, (1996); Commager H.S., The Empire of Reason: How Europe Imagined and America Realized the Enlightenment, (1977); Condorcet N., Barraclough J., Sketch for a Historical Picture of the Progress of the Human Mind, (1955); Condorcet N., Baker K.M., Selected Writings, (1976); D'Elia D.J., Schwartz A.R., McEvoy J.G., Joseph Priestley and his American contemporaries, Motion Towards Perfection: The Acheivements of Joseph Priestley, pp. 237-250, (1990); Davenport D.A., Schwartz A.R., McEvoy J.G., Joseph Priestley in America: 1794–1804, Motion Towards Perfection: The Acheivements of Joseph Priestley, pp. 219-236, (1990); De la Fontainerie F., French Liberalism and Education in the Eighteenth Century, (1932); Desmond A., Huxley: From Devil’s Disciple to evolution’s High Priest, (1994); Duhem P., Wiener P.P., The Aim and Structure of Physical Theory, (1954); Dunthorne H., In M.F., Jones P., Knellwolf C., McCalman I., The Dutch Republic: “That mother nation of liberty”, The Enlightenment World, pp. 87-103, (2007); Eliot S., Stern B., The Age of Enlightenment: An Anthology of Eighteenth Century Texts, (1979); Feigl H., Henry N.B., Aims of education for our age of science: Reflections of a logical empiricist, Modern Philosophies and Education: The Fifty-Fourth Yearbook of The National Society for The Study of Education, pp. 304-341, (1955); Ferguson R.A., The American Enlightenment, 1750–1820, (1997); Ferrone V., The Enlightenment. History of an Idea, (2015); Fitzpatrick M., Fitzpatrick M., Jones P., Knellwolf C., McCalman I., The age of Louis XIV and early enlightenment in France, The Enlightenment World, pp. 134-155, (2007); Fitzpatrick M., Jones P., Knellwolf C., McCalman I., The Enlightenment World, (2007); Fleischacker S., What is Enlightenment, (2013); Frank P., Experience and the law of causality, His between Physics and Philosophy, pp. 53-60, (1949); Frank P., The place of philosophy of science in the curriculum of the physics student, In His Modern Science and Philosophy, pp. 228-259, (1950); Frank P., Modern Science and Its Philosophy, (1950); Frank P., Science teaching and the humanities, His Modern Science and Its Philosophy, pp. 260-285, (1950); Garrard G., Counter-Enlightenment: From the Eighteenth Century to the Present, (2006); Garrett A., Fitzpatrick M., Jones P., Knellwolf C., McCalman I., Enquiry, scepticism and enlightenment, The Enlightenment World, pp. 57-64, (2007); Gay P., The Enlightenment: An Interpretation, 2, (1966); Gay P., The Enlightenment: A Comprehensive Anthology, (1973); Goubert P., Louis XIV and the Twenty Million Frenchmen, (1972); Graham J., Rivers I., Wykes D.L., Joseph Priestley in America, Joseph Priestley: Scientist, Philosopher, and Theologian, pp. 203-230, (2008); Gross P.R., Levitt N., Lewis M.W., The Flight from Science and Reason. New York: New York Academy of Sciences, (1996); Hankins T.L., Science and the Enlightenment, (1985); Harper W.L., Isaac Newton’s Scientific Method: Turning Data into Evidence about Gravity and Cosmology, (2011); Heering P., Hottecke D., Matthews M.R., Historical-investigative approaches in science teaching, International Handbook of Research in History, Philosophy and Science Teaching, pp. 1473-1502, (2014); Helvetius C.A., Hooper W., A Treatise on Man; His Intellectual Faculties and His Education, (1810); Herman A., The Scottish Enlightenment: The Scot’s Invention of The Modern World, (2001); Hiebert E.N., Mach E., Introduction, Knowledge and Error, (1976); Himmelfarb G., The roads to modernity, The British, French, and American Enlightenments, (2004); Hofler A., Obituary for Mach, Zeitschrift für Den Physikalischen Und Chemischen Unterricht, 29, (1916); Holton G., On the educational philosophy of the project physics course, His the Scientific Imagination: Case Studies, pp. 284-298, (1978); Horkheimer M., Adorno T.W., Dialectic of Enlightenment, (1972); Hume D., A Treatise of Human Nature: Being an Attempt to Introduce the Experimental Method of Reasoning into Moral Subjects, (1888); Hume D., The History of England: From the Invasion of Julius Caesar to the Revolution in 1688, 6, (1879); Huxley T.H., A liberal education; and where to find it, His Science & Education (Pp. 72–100), (1964); Huxley T.H., Joseph Priestley, His Science & Education. New York: Appleton, pp. 9-39, (1964); Hyland P., Gomez O., Greensides F., The Enlightenment: A Source Book and Reader, (2003); Israel J.I., Radical Enlightenment: Philosophy and the Making of Modernity, pp. 1650-1750, (2001); Israel J.I., Enlightenment Contested: Philosophy, Modernity, and the Emancipation of Man, pp. 1670-1752, (2006); Israel J.I., Democratic Enlightenment: Philosophy, Revolution, and Human Rights, pp. 1750-1790, (2011); Jensen J.V., Thomas Henry Huxley: Communicating for Science, (1991); Joad C.E.M., The Book of Joad: A Belligerent Autobiography, (1935); Kandel I.L., History of Secondary Education: A Study in the Development of Liberal Education, (1930); Kant I., Kramnick I., An Answer to the Question: What is Enlightenment, pp. 1-7, (1995); Kant I., Critique of Pure Reason, (1933); Kant I., Kant on Education, (1899); Knudsen J.B., Schmidt J., On enlightenment for the common man, What is Enlightenment? Eighteenth-Century Answers and Twentieth-Century Questions, pp. 270-290, (1996); Koch A., Power, Morals, and the Founding Fathers: Essays in the Interpretation of the American Enlightenment, (1961); Koch A., The American Enlightenment, (1965); Koertge N., A House Built on Sand, (1998); Kramnick I., The Portable Enlightment Reader, (1995); Leplin J., Scientific Realism, (1984); Lindberg D.C., Westman R.S., Reappraisals of the Scientific Revolution, (1990); Lindsay J., Introduction. in Autobiography of Joseph Priestley, pp. 11-66, (1970); Locke J., Axtell J.L., Some Thoughts concerning Education, pp. 114-325, (1968); Lovlie L., Standish P., Bildung and the idea of a liberal education, Journal of Philosophy of Education, 36, pp. 317-340, (2002); Mach E., Compendium De Physik für Mediciner, (1863); Mach E., On Instruction in the Classics and the Sciences, (1986); Mach E., Matthews M.R., Über Das Psychologische Und Logische Moment Im Naturawissenschaftlichen Unterricht, pp. 195-200, (2018); Matthews M.R., The Scientific Background to Modern Philosophy, (1989); Matthews M.R., Ernst Mach and contemporary science education reforms, International Journal of Science Education, 12, 3, pp. 317-325, (1990); Matthews M.R., Constructivism and Science Education: A Philosophical Examination, (1998); Matthews M.R., Science Teaching: The Contribution of History and Philosophy of Science, (2015); May H.F., The Enlightenment in America, (1976); McCarthy C.L., Matthews M.R., Cultural studies of science education: An appraisal, History, Philosophy and Science Teaching: New Perspectives, pp. 99-136, (2018); McIntyre A., After Virtue: A Study in Moral Theory, (1981); McIntyre A., Whose Justice? Which Rationality, (1988); McMahon D.M., Enemies of The Enlightenment: The French Counter-Enlightenment and The Making of Modernity, (2001); Merton R.K., Science, Technology and Society in Seventeenth Century England, (1970); Mukherjee A.P., Ambedkar B.R., Dewey J., the meaning of democracy, New Literary History, 40, 2, pp. 345-370, (2009); Newton I., Opticks Or a Treatise of the Reflections, Refractions, Inflections & Colours of Light, (1979); O'Hara K., The Enlightenment: A Beginner’s Guide, (2010); Osler M.J., Rethinking the Scientific Revolution, (2000); Pagden A., The Enlightenment and Why It Still Matters, (2013); Parry G., Fitzpatrick M., Jones P., Knellwolf C., McCalman I., Education and the reproduction of the enlightenment, The Enlightenment World, pp. 217-233, (2007); Passmore J.A., Priestley’s Writings on Philosophy, (1965); Pinker S., Enlightenment Now: The Case for Reason, Science, Humanism, (2018); Porter R., The Enlightenment: Britain and the Creation of the Modern World, (2000); Porter R., Teich M., The Enlightenment in National Context, (1981); Priestley J., Passmore J.A., An Essay on a Course of Liberal Education for Civil and Active Life, pp. 285-304, (1965); Priestley J., Dodsley J., Johnson J., Cadell T., The History and Present State of Electricity, with Original Experiments, (1775); Priestley J., The History and Present State of the Discoveries Relating to Vision, Light, and Colours, 2, (1772); Priestley J., The Discovery of Oxygen. Part 1, (1775); Priestley J., Experiments and Observations on Different Kinds of Air, (1961); Priestley J., The Importance and Extent of Free Inquiry in Matters of Religion, to Which is Added the Present State of Free Inquiry in This Country, J, (1785); Priestley J., Lectures on History and General Policy to Which is Prefixed, (1788); Experiments and Observations on Different Kinds of Air, and Other Branches of Natural Philosophy, Connected with the Subject, (1790); Priestley J., Rutt J.T., The proper objects of education, The Theological and Miscellaneous Works of Joseph Priestley, 15, pp. 420-440, (1791); Puolimatka T., Spinoza’s theory of teaching and indoctrination, Educational Philosophy and Theory, 33, pp. 397-410, (2001); Pyenson L., Neohumanism and the Persistence of Pure Mathematics in Wilhelmian Germany, (1983); Reisch G.A., Pragmatic engagements: Philipp Frank and James Bryant Conant on science, education and democracy, Studies in East European Thought, 69, 3, pp. 227-244, (2017); Reisner E.H., The Evolution of the Common School, (1930); Rivers I., Wykes D.L., Joseph Priestley: Scientist, Philosopher, and Theologian, (2008); Rose N.F., Birch J.S., Lee J., Science education in the 18th century, Joseph Priestley: A Celebration of His Life and Work, pp. 234-238, (2007); Roth M.-W., McCormick R., Paechter C., Authentic school science: Intellectual traditions, Learning and Knowledge, pp. 6-20, (1999); Rousseau J.J., Emile, Or on Education, (1991); Schama S., Porter R.S., Teich M., The enlightenment in the Netherlands, The Enlightenment in National Context, pp. 54-71, (1981); Schapiro J.S., Condorcet and the Rise of Liberalism, (1963); Schmidt J., What is Enlightenment? Eighteenth-Century Answers and Twentieth-Century Questions, (1996); Schofield R.E., The Enlightenment of Joseph Priestley, (1997); Schofield R.E., The Enlightened Joseph Priestley: A Study of His Life and Work from 1773 to 1804, (2004); Schouls P.A., Reasoned Freedom: John Locke and Enlightenment, (1992); Schulz R.M., Lyotard, postmodernism and science education: A rejoinder to Zembylas, Educational Philosophy and Theory, 39, 6, pp. 633-656, (2007); Schwartz A.T., McEvoy J.G., Motion Toward Perfection: The Achievement of Joseph Priestley, (1990); Shimony A., Darden L., Presidential address: Some historical and philosophical reflections on science and enlightenment, Proceedings of the 1996 PSA Meeting, pp. S1-14, (1997); Siemsen H., Matthews M.R., Ernst Mach: A genetic introduction to his educational theory and pedagogy, International Handbook of Research in History, Philosophy and Science Teaching, pp. 2329-2357, (2014); Smith J.W.A., The Birth of Modern Education. the Contribution of the Dissenting Academies, pp. 1660-1800, (1954); Spence J.D., The Gate of Heavenly Peace: the Chinese and Their Revolution, pp. 1895-1980, (1982); Spinoza B., Ethics & De Intellectus Emendatione, (1910); Steinberg S.R., Kincheloe J., Fraser B., Tobin K., McRobbie C., Employing the Bricolage as Critical Research in Science Education, (2012); Sternhell Z., The Anti-Enlightenment Tradition, (2010); Suchting W.A., Notes on the cultural significance of the sciences, Science & Education, 3, 1, pp. 1-56, (1994); Tang Y., Tang Y., The enlightenment and its difficult journey in China, Confucianism, Buddhism, Daoism, Christianity and Chinese Culture, pp. 279-284, (2015); Tarcov N., Locke’s Education for Liberty, (1989); Tobin K., Connecting science education to a world in crisis, Asia-Pacific Science Education, 1, (2015); Trachtenberg Z., Making Citizens: Rousseau’s Political Theory of Culture, (1993); Van Bunge W., The Early Enlightenment in the Dutch Republic, 1650–1750, (2003); Van Eijck M., Roth W.-M., Keeping the local local: Recalibrating the status of science and traditional ecological knowledge (TEK) in education, Science Education, 91, pp. 926-947, (2007); Venturi F., Italy and the Enlightenment: Studies in a Cosmopolitan Century, (1972); Wootton D., The Invention of Science: a New History of the Scientific Revolution, (2015); Wykes D.L., Haakonssen K., The contribution of the dissenting academy to the emergence of rational dissent, Enlightenment and Religion: Rational Dissent in Eighteenth-Century Britain, pp. 99-139, (1996)
Nơi xuất bản
Springer International Publishing
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus