Kuhn versus Popper on science education : a response to Richard Bailey

    Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

    Abstract

    In a recent contribution to Learning for Democracy, Richard Bailey argues that Thomas Kuhn advocated an indoctrinatory model of science education, which is fundamentally authority-based. While agreeing with Bailey’s conclusion, this article suggests that Kuhn was attempting to solve an important problem which Bailey only touches on – how to ensure that science students do not become hypercritical. It continues by offering a critical rationalist solution to this problem, arguing that paradigms qua exemplars should be historical problem-solving episodes, rather than model solutions to puzzles.
    Original languageEnglish
    Pages (from-to)45-52
    Number of pages8
    JournalLearning for Democracy
    Volume2
    Issue number3
    Publication statusPublished - 1 Oct 2006

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    Cite this

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    title = "Kuhn versus Popper on science education : a response to Richard Bailey",
    abstract = "In a recent contribution to Learning for Democracy, Richard Bailey argues that Thomas Kuhn advocated an indoctrinatory model of science education, which is fundamentally authority-based. While agreeing with Bailey’s conclusion, this article suggests that Kuhn was attempting to solve an important problem which Bailey only touches on – how to ensure that science students do not become hypercritical. It continues by offering a critical rationalist solution to this problem, arguing that paradigms qua exemplars should be historical problem-solving episodes, rather than model solutions to puzzles.",
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    Kuhn versus Popper on science education : a response to Richard Bailey. / ROWBOTTOM, Darrell Patrick.

    In: Learning for Democracy, Vol. 2, No. 3, 01.10.2006, p. 45-52.

    Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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    AB - In a recent contribution to Learning for Democracy, Richard Bailey argues that Thomas Kuhn advocated an indoctrinatory model of science education, which is fundamentally authority-based. While agreeing with Bailey’s conclusion, this article suggests that Kuhn was attempting to solve an important problem which Bailey only touches on – how to ensure that science students do not become hypercritical. It continues by offering a critical rationalist solution to this problem, arguing that paradigms qua exemplars should be historical problem-solving episodes, rather than model solutions to puzzles.

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