Educational Philosophy and Theory 45 (5):516-530 (2013)

The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science?s privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer?s philosophical hermeneutics. I suggest that by relating to the idea of the fallibility of knowledge, Gadamerian philosophy provides a compromise between the extreme positions in the aforementioned debate. Gadamerian hermeneutics also has implications for science education: from the Gadamerian perspective, science education should (1) induce experiences of negation that familiarize learners with their own pre-understanding and (2) introduce learners to the fallibility of knowledge. Finally, I argue that both instances (1) and (2) aim to cultivate non-dogmatism in learners
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DOI 10.1080/00131857.2012.732012
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References found in this work BETA

The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - University of Chicago Press.
The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.
Philosophy and the Mirror of Nature.Richard Rorty - 1979 - Princeton University Press.
Contingency, Irony, and Solidarity.Richard Rorty - 1989 - Cambridge University Press.

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