The role of philosophy in a science curriculum
This paper argues that almost all science curricula are counter-educative in al least one important sense-in their making no provision for discuss ins the truly fundamental questions and the broad issues entailed in science. All too often, students interests in such questions and issues are stifled...
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| Format: | Conference or Workshop Item |
| Language: | English |
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1983
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| Online Access: | http://eprints.um.edu.my/12951/1/the_role_of_philosophy_in_a_science.pdf |
| Summary: | This paper argues that almost all science curricula are counter-educative in al least one important sense-in their making no provision for discuss ins the truly fundamental questions and the broad issues entailed in science. All too often, students interests in such questions and issues
are stifled. There is an urgent need for curriculum planners and teachers to recognize this and to allot a formal place in the science curriculum to cater properly for this need.
Mention is made of two universities where. this is being done with considerable success - The open University of Great Britain, and Universiti Malaya. A number of fundamental pedagogic points are also made in this paper, neglect of which must negate any effort to open out
and render more truly educative science curriculum. |
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