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On meaning and mental representation : a pragmatic approach
Annotation This book is about language in STEM research and about how it is thought about: as something that somehow refers to something else not directly accessible, often meaning, mental representation, or conception. Using the analyses of real data and analyses of the way certain concepts are used in the scientifi c literature, such as \"meaning,\" this book reframes the discussion about meaning, mental representation, and conceptions consistent with the pragmatic approaches that we have become familiar with through the works of K. Marx, L.S. Vygotsky, M.M. Bakhtin, V.N. Volo inov, L. Wittgenstein, F. Mikhailov, R. Rorty, and J. Derrida, to name but a few. All of these scholars, in one or another way, articulate a critique of a view of language that has been developed in a metaphysical approach from Plato through Kant and modern constructivism; this view of language, which already for Wittgenstein was an outmoded view in the middle of the last century, continuous to be alive today and dominating the way language is thought about and theorized.
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Epistemology and Science Education
How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.
This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.
Preface
Part I: Epistemology
1. Demarcation in Science Education: Toward an Enhanced View of Scientific Method (Richard A. Duschl & Richard Grandy)
2. Evolution, Creation, and the Philosophy Of Science (Paul Thagard)
3. Differences in Epistemic Practices among Scientists, Young Earth Creationists, Intelligent Design Creationists, and the Scientist-Creationists of Darwin’s Era (Clark A. Chinn & Luke A. Buckland)
4. Ontological Assumptions about Species and Their Influence on Students’ Understanding of Evolutionary Biology (Ala Samarapungavan)
5. Understanding Evolutionary Theory: The Role of Epistemological Development and Beliefs (Barbara K. Hofer, Chak Fu Lam, & Alex DeLisi)
6. Engaging Multiple Epistemologies: Implications for Science Education (E. Margaret Evans & Karl. S. Rosengren)
Part II: Intelligent Design & Evolution
7. Accepting evolution or creation in people, critters, plants, and classrooms: The maelstrom of American cognition about biological change (Michael A. Ranney & Anastasia Thanukos)
8. Science and Religion: Ontologically Different Epistemologies? (Gale M. Sinatra & Louis Nadelson)
Part III: Teaching Science
9. Toward a Cognitive Understanding of Science and Religion (Ryan D. Tweney)
10. Teaching and Learning Evolution as an Emergent Process: The BEAGLE project (Uri Wilensky & Michael Novak)
11. Teaching Evolution in a Historical Context: From the Wisdom of the Ancient Greeks to Genetic Algorithms (Michel Ferrari, Peter Lee, & Roger S. Taylor
Conclusion
12. Teach the Demarcation: Suggestions for Science Education (Michel Ferrari & Roger S. Taylor)
Roger Taylor is Assistant Professor in the Psychology Department at the State University of New York, Oswego.
Michel Ferrari is Associate Professor and Head, Center for Applied Cognitive Science, University of Toronto/Ontario Institute for Studies in Education.
eBook
Reflection, Science and the Virtues
The word 'reflect' appears in curriculum documents, in texts, in proposals, and in plans. No proposal appears complete without the word. To reflect is evidently a good thing, but what does it mean? It is not just being reasonable. Without a grasp of what it means to reflect how is it possible to implement the proposals and plans? This book tackles the problem of what it is to reflect. In doing so it examines the importance of reflection for a flourishing human being and its place in two major areas of human thought and education - science and ethics. Science is essentially a reflective activity and the teaching and development of science must acknowledge this. The acquisition and practice of the virtues is also essentially a reflective activity as is evident in both the Aristotelian and the Confucian traditions. To be prudent, for instance, is to be reflective. The teaching of science and the learning of the virtues depend upon the development of the capacity to reflect. Reflection appears to be an activity that is distinctive of human beings. This book will be of interest to teachers and those responsible for the administration and development of education, whether it be primary, secondary or tertiary. It also has something to say to anyone who is responsible for planning for the future. And, as we all do that, it has something to say to all of us. -- back cover.
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Rethinking Science Education
This book explores the philosophy of science education, its value for curriculum, instruction, and teacher pedagogy. It examines why past reforms have been partially successful and argues that educational theory, history, philosophy, and sociology of science should inform pedagogy.
eBook
Theorizing in social science : the context of discovery
All social scientists learn the celebrated theories and frameworks of their predecessors, using them to inform their own research and observations. But before there can be theory, there must be theorizing. Theorizing in Social Science introduces the reader to the next generation of theory construction and suggests useful ways for creating social theory.
What makes certain types of theories creative, and how does one go about theorizing in a creative way? The contributors to this landmark collection—top social scientists in the fields of sociology, economics, and management—draw on personal experiences and new findings to provide a range of answers to these questions. Some turn to cognitive psychology and neuroscience's impact on our understanding of human thought, others encourage greater dialogue between and across the arts and sciences, while still others focus on the processes by which observation leads to conceptualization. Taken together, however, the chapters collectively and actively encourage a shift in the place of theory in social science today. Appealing to students and scientists across disciplines, this collection will inspire innovative approaches to producing, teaching, and learning theory.
eBook
Actionable postcolonial theory in education
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Andreotti illustrates how postcolonial theory is applied in the contexts of educational research/critique and in pioneering pedagogical projects. She offers an accessible and useful overview and comparison of theoretical debates related to critiques of Western/Northern hegemony.
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PART I: POSTCOLONIALISMS AND POSTCOLONIAL THEORIES Contextualizing Postcolonialisms and Postcolonial Theories Homi Bhabha's Contribution and Critics Gayatri Spivak's Contribution and Critics Comparative Framework: Selected Theories of Institutional Suffering PART II: ACTIONING POSTCOLONIAL THEORY IN EDUCATIONAL RESEARCH Contextualizing the Research Process Analysis of Policy I: Focus on Western Liberal Humanism Analysis of Policy II: Focus on Neoliberalism Analysis of Practice I: the Other Who Validates our Superiority Analysis of Practice II: the Other Who Should be Grateful for our Efforts Analysis of Practice III: the Other Who Desperately Needs our Leadership PART III: ACTIONING POSTCOLONIAL PEDAGOGIES Contextualizing Pedagogical Processes and Contexts Relativizing Western Knowledge Production in Spaces of Dissensus The OSDE methodology Engaging with Other Knowledge Systems: the Through Other Eyes Initiative Wrestling with Meaning and Life: Being a Mother of Immigrant Children
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VANESSA ANDREOTTI Senior Lecturer of Education at the University of Canterbury, UK.
eBook
The Aesthetics and Politics of Cinematic Pedestrianism
This book offers a rich exploration of the cinematic aesthetics that filmmakers devised to reflect the corporeal and affective experience of walking in the city. Winner of the 2023 Best Book Award from the Amsterdam School of Cultural Analysis (ASCA).
eBook