Among the four reading-levels, the textual and exegetical levels of Zhuangzi ’s Hundun-story are problem-free, and so we focus expository-wise on its conspicuous hospitality with nine implications. Then, hermeneutically, we see Hundun instructing us against clarity toward unclarity—cosmological, self-composing, cognitive, and communal—of kindly humus, in cosmic confusion, sleep and idleness, mist and pond-dragonfly, and non-ruling people-sovereignty. Pan-hospitality is our Emperor Hundun’s non-arbitrary imperative to nurture life.

Se realiza una reflexión sobre la importancia de la lógica formal y de la proposición en la comprensión de la realidad. Se sustenta la idea de que la proposición es un elemento fundamental en la figuración lógica, en el proceso de comprensión y en la transformación de la realidad; para ello se efectúa una distinción de términosutilizados en el campo de la lógica formal, se recurre a una explicación sobre la relación entre lógica pensamiento y lenguaje, se explica a breves (...) rasgos la estructura de las proposiciones de forma típica y la relación presente entre nombre, sentido, significado y proposición, se argumenta en favor de la importancia de la proposición en la comprensión de la realidad y si existen límites para aquello que se puede pensar o representar en proposiciones lógicas. Las ideas que guían el artículo se basan principalmente en los postulados que surgen de la línea delpensamiento conocido como empirismo lógico. Se busca responder a las preguntas: ¿Es necesario que la lógica centre su atención en el lenguaje para la comprensión de la realidad? ¿Qué papel tiene la proposición en el proceso de abstracción de la realidad? ¿Ejerce la proposición, además de permitir la comprensión de la realidad,un papel fundamental en la transformación de la realidad? Para ello se emplea una metodología analítica. Se obtienen así elementos que ayudan a comprender el valor de la proposición en la forma en que el ser humano comprende la realidad –construcción mental de la realidad o figuración–, comunica lo comprendido –por medio del lenguaje– y construye nuevas realidades –creación y modificación de su entorno–. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)