Scientism and Education

Scientism and Education

Author: Emery J. Hyslop-Margison

Publisher: Springer Science & Business Media

ISBN: 9781402066771

Category: Education

Page: 134

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This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. "One begins this book with the skeptical belief that it can’t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable—that current educational research has proven largely fruitless for discernable reasons—is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research—researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully." Kieran Egan, Faculty of Education, Simon Fraser University
Scientism and Education
Language: en
Pages: 134
Authors: Emery J. Hyslop-Margison, Ayaz Naseem
Categories: Education
Type: BOOK - Published: 2007-10-23 - Publisher: Springer Science & Business Media

This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing
Science and Curriculum
Language: en
Pages: 358
Authors: Seung Eun Lee
Categories: Education
Type: BOOK - Published: 2010 - Publisher:

This dissertation explores the early influence of science on Dewey's educational theory and practice. Science was, unquestionably, a dominant ideal, concept, subject, and/or method during the late nineteenth century when Dewey entered his academic career. Realizing the significance of science in education, Dewey sought an answer to the questions of
Scientism and Teachers' Knowledge of Science
Language: en
Pages: 442
Authors: Jonathan M. Secaur
Categories: Science
Type: BOOK - Published: 1994 - Publisher:

Books about Scientism and Teachers' Knowledge of Science
The Nature of Science
Language: en
Pages: 171
Authors: Fernando Espinoza
Categories: Education
Type: BOOK - Published: 2011-10-16 - Publisher: Rowman & Littlefield

"The role of science, along with its nature and development, are commonly misunderstood. Fernando Espinoza shines light on these misconceptions to show that the role of science also lies in its effect and influence upon society through historical, philosophical, and sociological perspectives. This book incorporates the mandates by national organizations
Rethinking Science Education
Language: en
Pages: 313
Authors: Roland M. Schulz
Categories: Education
Type: BOOK - Published: 2014-08-01 - Publisher: IAP

This book presents a “philosophy of science education” as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of