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Books > Science & Mathematics > Science: general issues > Philosophy of science
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Evolving Nature of Objectivity in the History of Science and its Implications for Science Education (Hardcover, 1st ed. 2018)
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Evolving Nature of Objectivity in the History of Science and its Implications for Science Education (Hardcover, 1st ed. 2018)
Series: Contemporary Trends and Issues in Science Education, 46
Expected to ship within 10 - 15 working days
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This book explores the evolving nature of objectivity in the
history of science and its implications for science education. It
is generally considered that objectivity, certainty, truth,
universality, the scientific method and the accumulation of
experimental data characterize both science and science education.
Such universal values associated with science may be challenged
while studying controversies in their original historical context.
The scientific enterprise is not characterized by objectivity or
the scientific method, but rather controversies, alternative
interpretations of data, ambiguity, and uncertainty. Although
objectivity is not synonymous with truth or certainty, it has
eclipsed other epistemic virtues and to be objective is often used
as a synonym for scientific. Recent scholarship in history and
philosophy of science has shown that it is not the experimental
data (Baconian orgy of quantification) but rather the diversity /
plurality in a scientific discipline that contributes toward
understanding objectivity. History of science shows that
objectivity and subjectivity can be considered as the two poles of
a continuum and this dualism leads to a conflict in understanding
the evolving nature of objectivity. The history of objectivity is
nothing less than the history of science itself and the evolving
and varying forms of objectivity does not mean that one replaced
the other in a sequence but rather each form supplements the
others. This book is remarkable for its insistence that the
philosophy of science, and in particular that discipline's analysis
of objectivity as the supposed hallmark of the scientific method,
is of direct value to teachers of science. Meticulously, yet in a
most readable way, Mansoor Niaz looks at the way objectivity has
been dealt with over the years in influential educational journals
and in textbooks; it's fascinating how certain perspectives fade,
while basic questions show no sign of going away. There are few
books that take both philosophy and education seriously - this one
does! Roald Hoffmann, Cornell University, chemist, writer and Nobel
Laureate in Chemistry
General
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