Science, Worldviews and Education [electronic resource] : Reprinted from the Journal Science & Education / edited by Michael Matthews.
Erişim Adresi
ISBN
9789048127795
Dil Kodu
İngilizce
Yer Numarası
DK/7262
Basım Bildirimi
1st ed. 2009.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2009.
Fiziksel Niteleme
IX, 345 p. online resource.
İçindekiler Notu
Science, Worldviews and Education: An Introduction -- Science, Worldviews, and Education -- Teaching the Philosophical and Worldview Components of Science -- Worldviews and their relation to science -- Contemporary Science and Worldview-Making -- The Electromagnetic Conception of Nature at the Root of the Special and General Relativity Theories and its Revolutionary Meaning -- Imagining the World: The Significance of Religious Worldviews for Science Education -- Whose Science and Whose Religion? Reflections on the Relations between Scientific and Religious Worldviews -- Can Science Test Supernatural Worldviews? -- The Interplay of Scientific Activity, Worldviews and Value Outlooks -- Fall and Rise of Aristotelian Metaphysics in the Philosophy of Science -- Modern Science and Conservative Islam: An Uneasy Relationship -- Science and worldviews in the marxist tradition -- Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis -- Responses and Clarifications Regarding Science and Worldviews.
Özet, vb.
Science, Worldviews and Education is an important and timely theme as many national and provincial education authorities are requiring that students learn about the Nature of Science (NOS), and that they learn about the broader historical and cultural contexts of science and its practice. Such topics give rise to questions about science and worldviews: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? Questions about science and worldviews have had a long history. The Galilean revolution, the Darwinian revolution, and the Einsteinian revolution were all associated with profound cultural, religious and philosophical transformations and debates. The European Enlightenment was the first such major impact. Globalisation and the science-based industrialization of many non-Western societies, with their own religious traditions and worldviews, make urgent the understanding of science and its inter-relation with worldviews, and for the development of informed and appropriate science education. Contributors to this anthology include scientists, philosophers, theologians, and educators. They all share the conviction that science education has to promote a richer understanding of science and its relations with culture, religion, philosophy, and ultimately the worldview of students. What is a scientific worldview? How does it differ from other worldviews? Is it possible to be educated in science yet lack a scientific worldview? Can science thrive in a society where such a worldview is lacking? These questions and more are discussed in depth by a distinguished group of scientists, philosophers, educators and theologians in this uniquely valuable volume. Albert H. Teich, Director, Science & Policy Programs, American Association for the Advancement of Science, USA This wide ranging collection of essays is an excellent way to enter the too often neglected territory of how science and science education relate to larger socio-cultural world views. Peter Machamer, Department of History and Philosophy of Science, University of Pittsburgh, USA.
Konu
Science __ Study and teaching.
Education __ Philosophy.
Religion and sociology.
Science Education.
Educational Philosophy.
Sociology of Religion.
Education __ Philosophy.
Religion and sociology.
Science Education.
Educational Philosophy.
Sociology of Religion.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aScience, Worldviews and Education: An Introduction -- Science, Worldviews, and Education -- Teaching the Philosophical and Worldview Components of Science -- Worldviews and their relation to science -- Contemporary Science and Worldview-Making -- The Electromagnetic Conception of Nature at the Root of the Special and General Relativity Theories and its Revolutionary Meaning -- Imagining the World: The Significance of Religious Worldviews for Science Education -- Whose Science and Whose Religion? Reflections on the Relations between Scientific and Religious Worldviews -- Can Science Test Supernatural Worldviews? -- The Interplay of Scientific Activity, Worldviews and Value Outlooks -- Fall and Rise of Aristotelian Metaphysics in the Philosophy of Science -- Modern Science and Conservative Islam: An Uneasy Relationship -- Science and worldviews in the marxist tradition -- Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis -- Responses and Clarifications Regarding Science and Worldviews.
520 |aScience, Worldviews and Education is an important and timely theme as many national and provincial education authorities are requiring that students learn about the Nature of Science (NOS), and that they learn about the broader historical and cultural contexts of science and its practice. Such topics give rise to questions about science and worldviews: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? Questions about science and worldviews have had a long history. The Galilean revolution, the Darwinian revolution, and the Einsteinian revolution were all associated with profound cultural, religious and philosophical transformations and debates. The European Enlightenment was the first such major impact. Globalisation and the science-based industrialization of many non-Western societies, with their own religious traditions and worldviews, make urgent the understanding of science and its inter-relation with worldviews, and for the development of informed and appropriate science education. Contributors to this anthology include scientists, philosophers, theologians, and educators. They all share the conviction that science education has to promote a richer understanding of science and its relations with culture, religion, philosophy, and ultimately the worldview of students. What is a scientific worldview? How does it differ from other worldviews? Is it possible to be educated in science yet lack a scientific worldview? Can science thrive in a society where such a worldview is lacking? These questions and more are discussed in depth by a distinguished group of scientists, philosophers, educators and theologians in this uniquely valuable volume. Albert H. Teich, Director, Science & Policy Programs, American Association for the Advancement of Science, USA This wide ranging collection of essays is an excellent way to enter the too often neglected territory of how science and science education relate to larger socio-cultural world views. Peter Machamer, Department of History and Philosophy of Science, University of Pittsburgh, USA.
650 0|aScience|xStudy and teaching.
650 0|aEducation|xPhilosophy.
650 0|aReligion and sociology.
650 14|aScience Education.
650 24|aEducational Philosophy.
650 24|aSociology of Religion.
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072 7|aPD|2bicssc
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072 7|aJNU|2thema
072 7|aPD|2thema
082 04|a507.1|223
090 |aDK/7262
245 10|aScience, Worldviews and Education|h[electronic resource] :|bReprinted from the Journal Science & Education /|cedited by Michael Matthews.
250 |a1st ed. 2009.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2009.
300 |aIX, 345 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aScience, Worldviews and Education: An Introduction -- Science, Worldviews, and Education -- Teaching the Philosophical and Worldview Components of Science -- Worldviews and their relation to science -- Contemporary Science and Worldview-Making -- The Electromagnetic Conception of Nature at the Root of the Special and General Relativity Theories and its Revolutionary Meaning -- Imagining the World: The Significance of Religious Worldviews for Science Education -- Whose Science and Whose Religion? Reflections on the Relations between Scientific and Religious Worldviews -- Can Science Test Supernatural Worldviews? -- The Interplay of Scientific Activity, Worldviews and Value Outlooks -- Fall and Rise of Aristotelian Metaphysics in the Philosophy of Science -- Modern Science and Conservative Islam: An Uneasy Relationship -- Science and worldviews in the marxist tradition -- Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis -- Responses and Clarifications Regarding Science and Worldviews.
520 |aScience, Worldviews and Education is an important and timely theme as many national and provincial education authorities are requiring that students learn about the Nature of Science (NOS), and that they learn about the broader historical and cultural contexts of science and its practice. Such topics give rise to questions about science and worldviews: What is a worldview? Does science have a worldview? Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? How can scientific worldviews be reconciled with seemingly discordant religious and cultural worldviews? Questions about science and worldviews have had a long history. The Galilean revolution, the Darwinian revolution, and the Einsteinian revolution were all associated with profound cultural, religious and philosophical transformations and debates. The European Enlightenment was the first such major impact. Globalisation and the science-based industrialization of many non-Western societies, with their own religious traditions and worldviews, make urgent the understanding of science and its inter-relation with worldviews, and for the development of informed and appropriate science education. Contributors to this anthology include scientists, philosophers, theologians, and educators. They all share the conviction that science education has to promote a richer understanding of science and its relations with culture, religion, philosophy, and ultimately the worldview of students. What is a scientific worldview? How does it differ from other worldviews? Is it possible to be educated in science yet lack a scientific worldview? Can science thrive in a society where such a worldview is lacking? These questions and more are discussed in depth by a distinguished group of scientists, philosophers, educators and theologians in this uniquely valuable volume. Albert H. Teich, Director, Science & Policy Programs, American Association for the Advancement of Science, USA This wide ranging collection of essays is an excellent way to enter the too often neglected territory of how science and science education relate to larger socio-cultural world views. Peter Machamer, Department of History and Philosophy of Science, University of Pittsburgh, USA.
650 0|aScience|xStudy and teaching.
650 0|aEducation|xPhilosophy.
650 0|aReligion and sociology.
650 14|aScience Education.
650 24|aEducational Philosophy.
650 24|aSociology of Religion.
700 1 |aMatthews, Michael.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789048127788
776 08|iPrinted edition:|z9789048127801
776 08|iPrinted edition:|z9789400790773
856 40|uhttps://doi.org/10.1007/978-90-481-2779-5
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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