Postmodernism and Science Education: An Appraisal

In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1057-1086 (2014)
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Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and ‘modernist’ ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in politics, philosophy and religion were first opposed at their birth in the eighteenth century, contemporary postmodernism sometimes appeals to (and sometimes disdains) philosophy of science in support of its rejection of modernism and the enlightenment programme.



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James Robert Brown
University of Toronto, St. George Campus

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Reflections on 25 Years of Journal Editorship.Michael R. Matthews - 2015 - Science & Education 24 (5-6):749-805.

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References found in this work

Inquiries Into Truth And Interpretation.Donald Davidson - 1984 - Oxford, GB: Oxford University Press.
Animal Species and Evolution.Ernst Mayr - 1963 - Belknap of Harvard University Press.
Galilean Idealization.Ernan McMullin - 1985 - Studies in History and Philosophy of Science Part A 16 (3):247.
Knowledge and Social Imagery.David Bloor - 1979 - British Journal for the Philosophy of Science 30 (2):195-199.

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