By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science.
Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies.
Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.
Table of Contents
List of Images and Figures
List of Tables
About the Contributors
Max L. Longhurst
Chapter 1: Science Education and the Virtues
Wayne Melville and Donald Kerr
Chapter 2: The Links Between the Virtues, Science, and Science Education
Mark A. Bloom
Chapter 3: The Good, the Bad and the Study
David P. Burns, Anya Goldin, Allison Gonzalez Biagi and Natasha Lopes
Chapter 4: Vocation, Science, and the Good Life
Emanuele Ratti and Nathaniel A. Warne
Chapter 5: The Rise Of Neoliberalism and the Changing Emphasis On What Is Valued In Science Education
Chapter 6: Countering Scientism And Skepticism in Teaching the Nature Of Science Through Its Virtues
Matt Ferkany and Catherine Kendig
Chapter 7. Teachers, Virtues and Professional Practice
Ian C. Binns
Chapter 8: Informal Science Learning Environments and Contextualized Innovation Spaces (Jugaad): Exploring Phronesis and a Virtue-based Theory Of Knowledge
Chapter 9: The Virtue Of Citizenship: The Deficit Of Democratic Politics In Science Education
Claes Malmberg and Anders Urbas
Chapter 10: Science Teaching as a Moral Endeavor: Making Sense from Critical Sociocultural and Heritage Perspectives
Wayne Melville, Ph.D., is Professor of Science Education and Dean of the Faculty of Education at Lakehead University, Canada.
Donald Kerr, Ph.D., is Associate Professor of Education in the Faculty of Education at Lakehead University, and Chair of the Department of Undergraduate Studies in Education.