Finitude, Fallibilism and Education towards Non-Dogmatism: Gadamer's Hermeneutics in Science Education

Autor/in	Leiviska, Anniina
Titel	Finitude, Fallibilism and Education towards Non-Dogmatism: Gadamer's Hermeneutics in Science Education
Quelle	In: Educational Philosophy and Theory, 45 (2013) 5, S.516-530 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2012.732012
Schlagwörter	Stellungnahme; Hermeneutics; Science Education; Educational Philosophy; Teaching Methods; Epistemology + Suchen Sie Ihr Suchwort? Hermeneutik; Naturwissenschaftliche Bildung; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie
Abstract	The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science's privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer's philosophical hermeneutics. I suggest that by relating to the idea of the fallibility of knowledge, Gadamerian philosophy provides a compromise between the extreme positions in the aforementioned debate. Gadamerian hermeneutics also has implications for science education: from the Gadamerian perspective, science education should (1) induce experiences of negation that familiarize learners with their own pre-understanding and (2) introduce learners to the fallibility of knowledge. Finally, I argue that both instances (1) and (2) aim to cultivate non-dogmatism in learners. (Contains 6 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10