It is notwhat the man of science believes that distinguishes him, buthow andwhy he believes it. His beliefs are tentative, not dogmatic; they are based on evidence, not on authority or intuition (Russell 1945, p. 527).
I believe ... that all teaching [in science] on the University level (and if possible below) should be training and encouragement in critical thinking (Popper 1970, pp. 52–53).
Abstract
This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science's rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched.
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This paper is mainly drawn from other publications. The first section is taken from my (1985); the second from (1988), Chapter 2; and the third from (1988), Chapter 6. Since what appears here are truncated versions of those discussions, I urge interested readers to look to those other works for fuller treatments of the issues here discussed.
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Siegel, H. The rationality of science, critical thinking, and science education. Synthese 80, 9–41 (1989). https://doi.org/10.1007/BF00869946
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DOI: https://doi.org/10.1007/BF00869946