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A Popperian Perspective on Science Education

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  • Margaret A.L. Blackie

Abstract

Despite the rigorous debate around the purposes of higher education and the associated concept of graduate attributes, science education at the tertiary level has remained largely impervious to engaging with these ideas. This is may be due to the emphasis on the knowledge base of the hard science as opposed to the emphasis on the knower in the humanities. However, many science graduates leave tertiary institutions with a fairly simplistic epistemology despite the rhetoric of the importance of problem solving and conceptual understanding. Arguments stemming from an emphasis on the being of the student are easily dismissed by scientists as being irrelevant or substantially less important than the content knowledge of their subjects. In exploring the philosophy of Karl Popper an argument can be made for the importance of personal development on the basis of Popper’s understanding of critique.

Suggested Citation

  • Margaret A.L. Blackie, 2012. "A Popperian Perspective on Science Education," International Journal of Higher Education, Sciedu Press, vol. 1(1), pages 160-160, May.
    • Handle: RePEc:jfr:ijhe11:v:1:y:2012:i:1:p:160
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    References listed on IDEAS

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    1. Martha Nussbaum, 2006. "Education and Democratic Citizenship: Capabilities and Quality Education," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 7(3), pages 385-395.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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