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  1. Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability.Michael P. Mueller - 2009 - Science & Education 18 (8):1031-1056.
  • Donghak , Self-cultivation, and Social Transformation: Towards diverse curriculum discourses on equity and justice.Seungho Moon - 2017 - Educational Philosophy and Theory 49 (12):1146-1160.
    This inquiry aims to advance curricular discourses on equity and social transformation by reviewing Korea’s indigenous philosophy and religion, Donghak [東學 Eastern Learning]. I explicate the ways in which the democratic ideals of equity and justice were implemented in nineteenth- and twentieth-Korean society, founded upon the “my mind is your mind” [吾心卽汝心] ontology. Three major philosophical-theological concepts are investigated, including serving God in the subject [侍天主 Shi-chun-ju], keeping a pure mind and correcting the energy [守心正氣 Sushim-jungqi], and creating a new (...)
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  • Why Critique Has Run Out of Steam.Bruno Latour - 2004 - Critical Inquiry 30 (2):225-248.
  • Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern.Bruno Latour - 2004 - Critical Inquiry 30 (2):225-248.
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  • Science, Coloniality, and “the Great Rationality Divide”.Malin Ideland - 2018 - Science & Education 27 (7-8):783-803.
    This article aims to analyze how science is discursively attached to certain parts of the world and certain “kinds of people,” i.e., how scientific knowledge is culturally connected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: if and how the colonial history of (...)
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  • Romanticism and Romantic Science: Their Contribution to Science Education.Yannis Hadzigeorgiou & Roland Schulz - 2014 - Science & Education 23 (10):1963-2006.
  • Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis.Richard Bernstein - 1983 - University of Pennsylvania Press.
    "A fascinating and timely treatment of the objectivism versus relativism debates occurring in philosophy of science, literary theory, the social sciences, ...
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  • Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis.Richard Bernstein - 1983 - University of Pennsylvania Press.
    Drawing freely and expertly from Continental and analytic traditions, Richard Bernstein examines a number of debates and controversies exemplified in the works of Gadamer, Habermas, Rorty, and Arendt. He argues that a "new conversation" is emerging about human rationality—a new understanding that emphasizes its practical character and has important ramifications both for thought and action.
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  • Embodied Experience in Educational Practice and Research.Jan Bengtsson - 2012 - Studies in Philosophy and Education 32 (1):39-53.
    The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of experience. This will be followed up (...)
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  • Farewell to Reason.Paul Feyerabend - 1987 - Verso.
    Essays discuss relativism, knowledge, creativity, progress, Aristotle, Galileo, cultural pluralism, and reason.
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  • Science Education as Emancipatory: The case of Roy Bhaskar's philosophy of meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665–676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for (...)
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  • Science Education as Emancipatory: The case of Roy Bhaskar's philosophy of meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665-676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for (...)
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  • Towards Self-Realisation: Exploring the ecological self for education.Chia-Ling Wang - 2016 - Educational Philosophy and Theory 48 (12):1256-1265.
    This study examines the concepts of self-realisation and the ecological self in Arne Naess’s ecosophy, which considers the manner in which human inherent potentialities are realised in educational practices. This article first elucidates the meaning of the concepts of self-realisation and the ecological self according to Naess’s work. Second, the manner of developing the ecological self is discussed by drawing on Buddhist concepts, specifically the advice in the Diamond Sutra. Third, the means of achieving self-realisation is further considered from the (...)
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  • The Subject and the World: Educational challenges.Ingerid S. Straume - 2015 - Educational Philosophy and Theory 47 (13-14):1465-1476.
    The paper explores the notion of ‘the subject’ in the context of education as an alternative to more limited concepts such as the student or learner. Drawing on the thought of Cornelius Castoriadis, the subject under consideration is a conscious, self-reflective subject that organizes and modifies itself in relation to a world of significations. Through the capacity for conscious self-modification, the subject becomes a self-reflective agent in a socially instituted world of significations. For Castoriadis, this kind of subjectivity is not (...)
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  • Earth at Rest.Edvin Østergaard - 2017 - Science & Education 26 (5):557-582.
    Focus of this article is the current situation characterized by students’ de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I discuss efforts to promote aesthetic experience in science class and in science teacher education. Within a wide range of definitions, my main understanding of aesthetic experience is (...)
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  • Towards Bildung-Oriented Chemistry Education.Jesper Sjöström - 2013 - Science & Education 22 (7):1873-1890.
  • Towards Eco-reflexive Science Education.Jesper Sjöström, Ingo Eilks & Vânia G. Zuin - 2016 - Science & Education 25 (3-4):321-341.
    The modern world can be described as a globalized risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore, chemistry, just like many other knowledge areas, is in an ongoing process of environmentalization. For example, green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environment-friendly chemistry research and production. The present article problematizes limitations (...)
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  • Vernadsky meets Yulgok: A non-Western dialog on sustainability.Tamara Savelyeva - 2017 - Educational Philosophy and Theory 49 (5):501-520.
    This article starts by noting the general lack of acknowledgment of alternative traditions in the dominant western sustainability discourse in education. After critically analyzing the western human–nature relationship in the context of Enlightenment, modernity and colonial expansion, this article introduces two non-western ecological discourses from Eurasia and Asia, Noöspherism and Neo-Confucianism, which offer clear contrasts to the western sustainability framework. Using theoretical argumentations, the article goes on to examine the cosmological and ontological categories expounded by Vladimir Vernadsky of Russia and (...)
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  • The Problem of Bildung and the Basic Structure of Bildungstheorie.Thomas Rucker & Eric Dan Gerónimo - 2017 - Studies in Philosophy and Education 36 (5):569-584.
    In this article, an attempt is made to introduce a systematization of the loosely connected group of authors called Bildungstheorie. This ought to not only be of significance for German-speaking educational science, for the concept of Bildung is also increasingly used internationally for the formulation and development of pedagogical issues. It is proposed that the concept of complexity could be suitable for bringing attention to common presuppositions in the theoretical dealing with the problem of Bildung. The thesis is that Bildung (...)
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  • The Source of Learning is Thought” Reading the Chin-ssu lu (近思錄) with a “Western Eye.Roland Reichenbach - 2016 - Educational Philosophy and Theory 48 (1):36-51.
    The contribution focuses on Neo-Confucian texts as collected by Zhu Xi and Lü Zuqian and is a look from the ‘outside’, from the perspective of German theories of Bildung. It aims at demonstrating that among other insights that today’s readers may gather from Neo-Confucian literature, one aspect protrudes from others: that learning can be considered as a virtue—even a meta-virtue—a form of life and mode of self-formation of the person. It does not seem exaggerated, from this perspective, to state that (...)
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  • Mind and Nature a Necessary Unity.Gregory Bateson - 1979 - Hampton Press (Nj).
    A re-issue of Gregory Bateson's classic work. It summarizes Bateson's thinking on the subject of the patterns that connect living beings to each other and to their environment.
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  • The Educated Subject and the German Concept of Bildung: A Comparative Cultural History.Rebekka Horlacher - 2015 - Routledge.
    German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of _Bildung_, which defines Germany ‘s theoretical and curricular ventures. This concept is famously untranslatable into other languages and is often misinterpreted as education, instruction, training, upbringing and other terms which don’t encompass its cultural ambitions. Despite this hurdle, _Bildung_ is now being recognized in current discussions of education issues such as standardization, teaching to the test, evidence-based (...)
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  • Science teacher identity and eco-transformation of science education : comparing Western modernism with Confucianism and reflexive Bildung.Jesper Sjöström - 2018 - Cultural Studies of Science Education 13 (1):147-161.
    This forum article contributes to the understanding of how science teachers’ identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on ‘reform-minded’ science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan by Ying-Syuan Huangand Anila Asghar. It highlights several factors that can explain the difficulties of implementing “new pedagogy” in science education. One important factor (...)
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  • Keeping the local local: Recalibrating the status of science and traditional ecological knowledge (TEK) in education.Michiel Van Eijck & Wolff‐Michael Roth - 2007 - Science Education 91 (6):926-947.
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  • The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues.Troy D. Sadler & Dana L. Zeidler - 2005 - Science Education 89 (1):71-93.
     
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  • World view analysis of knowledge in a rural village: Implications for science education.June George - 1999 - Science Education 83 (1):77-95.
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  • Science education in a multiscience perspective.Masakata Ogawa - 1995 - Science Education 79 (5):583-593.
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  • Multiculturalism, universalism, and science education.William B. Stanley & Nancy W. Brickhouse - 1994 - Science Education 78 (4):387-398.
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  • When science is “another world”: Relationships between worlds of family, friends, school, and science.Victoria B. Costa - 1995 - Science Education 79 (3):313-333.
     
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  • In search of a rationale for multicultural science education.Derek Hodson - 1993 - Science Education 77 (6):685-711.
     
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  • Multicultural science education: Perspectives, definitions, and research agenda.Mary M. Atwater & Joseph P. Riley - 1993 - Science Education 77 (6):661-668.
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  • More than relations between self, others and nature: outdoor education and aesthetic experience.John Quay - 2013 - Journal of Adventure Education and Outdoor Learning 13 (2):142-157.
    Self, others and nature (environment) have been suggested over numerous decades and in various places as a way of understanding experience in outdoor education. These three elements and the relations between them appear to cover it all. But is this really the final word on understanding experience? In this paper I explore two emphases within experience expressed by Peirce that offer differing ways of understanding experience: in one emphasis self, others and nature are submerged and not discerned; in the other (...)
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  • Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning.Jesper Sjöström, Nadja Frerichs, Vania Zuin & Ingo Eilks - 2017 - Studies in Science Education 53 (2).
    Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education (...)
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  • The Discourse of Chemistry (and Beyond).Jesper Sjöström - 2007 - Hyle 13 (2):83 - 97.
    This paper discusses the mainstream discourse of chemistry and suggests a complementary discourse. On a disciplinary level, the discourse of chemistry is based on objectivism, rationalism, and molecular reductionism. On a societal level, the discourse is based on modernism. The aims of chemical research and education are often unclear, which nowadays often leads to an emphasis on the needs from industry. Integrating meta-perspectives (philosophical, historical, and socio-cultural) within chemical research and education practice would – apart from providing chemical Bildung to (...)
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  • Toward a First Nations cross-cultural science and technology curriculum.Glen S. Aikenhead - 1997 - Science Education 81 (2):217-238.
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  • Discovering indigenous science: Implications for science education.Gloria Snively & John Corsiglia - 2001 - Science Education 85 (1):6-34.
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