A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education

Science & Education 24 (3):259-280 (2015)
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Abstract

This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action and then raises questions about the content of school science, about the place and value of scientific inquiry, and about the opportunities students have for self-directed inquiry. The central idea behind the critique is that a conception of science education as sociopolitical action downplays the importance of knowledge for its own sake and totally neglects the personal/aesthetic dimension of science

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Citations of this work

Promoting Curiosity?Markus Lindholm - 2018 - Science & Education 27 (9-10):987-1002.

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References found in this work

Knowledge and human interests.Jürgen Habermas - 1971 - London [etc.]: Heinemann Educational.
Art as Experience.John Dewey - 2005 - Penguin Books.
Experience and education.John Dewey - 1938 - West Lafayette, Ind.: Kappa Delta Pi.
Ethics and education.Richard Stanley Peters - 1966 - London,: Allen & Unwin.

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