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The potential of perspectivism for science education
Educational Philosophy and Theory (2013)
  • Jacob Pearce, ACER

Many science teachers are presented with the challenge of characterising science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged in the context of the philosophy of science in the work of Ronald Giere. Giere presents a compelling case that scientific theories and scientific observation are perspectival by using science itself. There are many tangible examples already present in science textbooks which, when approached in a certain way, offer an exciting opportunity for a realistic incorporation of philosophy of science into the classroom. Furthermore, introducing perspectivism to students necessitates an engagement with notions such as truth, reality, perception and experimentation, through a familiar medium, while painting a nuanced conception of the nature of science. [Author abstract, ed]

  • Philosophy,
  • Science,
  • Teachers,
  • Giere,
  • Nietzsche,
  • Education
Publication Date
May, 2013
Citation Information
Jacob Pearce. "The potential of perspectivism for science education" Educational Philosophy and Theory Vol. 45 Iss. 5 (2013)
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