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Postmodernist transformations of the problem of scientific literacy
Abstract
Postmodernist proposals for transforming science education would not only emphasize connections between science and society but also radically alter our conceptions of the value of experimentation and disinterested inquiry. I propose alternative loci for the study of science and society issues and argue for a less utilitarian vision of science literacy.Author's Profile
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References found in this work
Whose Science? Whose Knowledge? Thinking from Women's Lives.Sandra Harding - 1991 - Cornell University.
Transgressing the boundaries: Towards a transformative hermeneutics of quantum gravity.Alan Sokal - manuscript
The Golem: What Everyone Should Know about Science.Harry Collins & Trevor Pinch - 1995 - British Journal for the Philosophy of Science 46 (2):261-266.
Philosophy, Rhetoric and the End of Knowledge: The Coming of Science and Technology Studies.Steve Fuller - 1996 - Philosophy and Rhetoric 29 (2):200-205.
Science, hegemony and violence: a requiem for modernity.Ashis Nandy (ed.) - 1988 - Delhi: Oxford University Press.
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