By Poole M W
This booklet examines ways that ideals and values have interaction with technology and technology educating. It seems at many of the religious, ethical, social and cultural contexts during which technological know-how has constructed and considers how those components can have an effect on the alternative of medical concept. a variety of old sections offer source fabric for exhibiting students the position of the historical past of technology within the examine of technological know-how. Interactions among technology and non secular trust also are analysed to explain the character, strengths and barriers of technological know-how in addition to its position within the overall curriculum.Publication of this ebook is very well timed as contributions to scholars' non secular, ethical, social and cultural improvement are at present receiving emphasis around the complete curriculum.
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Additional info for Beliefs And Values In Science Education (Developing Science and Technology Education)
Before one can decide whether it is true that the borogoves were mimsy, one has to know whether the terms 'mimsy' and 'borogoves' have meaning. The deification of science Thus, with a sweep of the arm, the logical positivists dismissed as meaningless all moral, theological and metaphysical statements, supposedly in the name of science! Science was deified with a vengeance, exalted as final arbiter of what could rationally be believed. The legacy of this view survives among those who hold that science is devoid of beliefs and values and is anti-religious.
This raises the awkward question about why anyone should take their claims seriously. Their position leads to an infinite regress, for it would then be up to another group of social scientists, if they wished, to study the practices of the first group of social scientists, who are themselves studying the practice of science. Their discipline would then be the sociology of the sociology of science. A further group of social scientists and so forth! None of these groups would be saying anything about the way the world is; nor would their research papers be saying anything objectively true about the way that scientists view science, nor about the way that social scientists view the work of other social scientists.
Otherwise, the scientific enterprise is reduced to a study of what socially conditioned believers believe. As such, it only tells us about our experience and says nothing about the way the world actually is, This is the path of idealism and leads to the slippery slope of relativism, discussed in Chapter 1. Finally, the constructivist claim that 'knowledge is something which is constructed, not discovered', suffers from the same ubiquitous problem of reflexivity, encountered earlier. For presumably those who assert that 'knowledge is something which is constructed, not discovered' wish us to believe that the assertion is true, and that its truth was discovered and not simply constructed!