The Potential of Perspectivism for Science Education

Educational Philosophy and Theory 45 (5):531-545 (2013)

Abstract

Many science teachers are presented with the challenge of characterizing science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged in the context of the philosophy of science in the work of Ronald Giere. Giere presents a compelling case that scientific theories and scientific observation are perspectival by using science itself. There are many tangible examples already present in science textbooks which, when approached in a certain way, offer an exciting opportunity for a realistic incorporation of philosophy of science into the classroom. Furthermore, introducing perspectivism to students necessitates an engagement with notions such as truth, reality, perception and experimentation, through a familiar medium, while painting a nuanced conception of the nature of science

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References found in this work

Philosophical Investigations.Ludwig Josef Johann Wittgenstein - 1953 - New York, NY, USA: Wiley-Blackwell.
Fact, Fiction, and Forecast.Nelson Goodman - 1955 - Harvard University Press.
What is It Like to Be a Bat?Thomas Nagel - 1974 - Philosophical Review 83 (October):435-50.

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Citations of this work

Perspectival Pluralism for Animal Welfare.Walter Veit & Heather Browning - 2021 - European Journal for Philosophy of Science 11 (1):1-14.
Model Diversity and the Embarrassment of Riches.Walter Veit - 2021 - Journal of Economic Methodology 28 (3):291-303.

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