Indoctrination and Science Education

Darrell P. ROWBOTTOM

doi:10.1007/978-981-287-588-4_39

Indoctrination and Science Education

Darrell P. ROWBOTTOM^*

^*Corresponding author for this work

Lingnan University

Research output: Book Chapters | Papers in Conference Proceedings › Reference Entry › peer-review

Abstract

Can students be trained to be excellent scientists purely, or failing that mainly, by means of indoctrination? And if not, what role, if any, should indoctrination play in science education? These are the main questions discussed in this entry. They are epistemic and pragmatic, rather than moral, in character.

Two preliminary questions are crucial to answer effectively, however. First, to what does “indoctrination” refer in the present context? Second, to what extent is indoctrination possible to avoid? In the remainder of this section, these are tackled in turn.

Original language	English
Title of host publication	Encyclopedia of Educational Philosophy and Theory
Publisher	Springer Nature
Pages	1131-1135
Number of pages	5
Edition	Live Reference
ISBN (Electronic)	9789812875884
ISBN (Print)	9789812875877
DOIs	https://doi.org/10.1007/978-981-287-588-4_39
Publication status	Published - 1 Jan 2017

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10.1007/978-981-287-588-4_39

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Indoctrination and Science Education

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