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020 _a9783030368593
024 7 _a10.1007/978-3-030-36859-3
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
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072 7 _aSCI063000
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072 7 _aJNU
_2thema
072 7 _aPD
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082 0 4 _a507.1
_223
100 1 _aNiaz, Mansoor.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aFeyerabend’s Epistemological Anarchism
_h[electronic resource] :
_bHow Science Works and its Importance for Science Education /
_cby Mansoor Niaz.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXVIII, 224 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Trends and Issues in Science Education,
_x1878-0482 ;
_v50
505 0 _aChapter 1. Introduction: Exploring Epistemological Anarchism -- Chapter 2. Epistemological Anarchism and How Science Works -- Chapter 3. Understanding of Epistemological Anarchism (Feyerabend) in Research Reported in the Journal Science & Education (Springer) -- Chapter 4. Understanding Epistemological Anarchism (Feyerabend) in Research Reported in the Journal of Research in Science Teaching (Wiley-Blackwell) -- Chapter 5. Understanding Epistemological Anarchism (Feyerabend) in Research Reported in the Journal Interchange (Springer) -- Chapter 6. Understanding Epistemological Anarchism (Feyerabend) in Research Reported in Reference Work -- Chapter 7. Feyerabend’s Counterinduction and Science Textbooks -- Chapter 8. Conclusion: Feyerabend and Challenges of the Twenty-First Century -- References -- Appendices -- Index.
520 _aThis book argues that the traditional image of Feyerabend is erroneous and that, contrary to common belief, he was a great admirer of science. It shows how Feyerabend presented a vision of science that represented how science really works. Besides giving a theoretical framework based on Feyerabend´s philosophy of science, the book offers criteria that can help readers to evaluate and understand research reported in important international science education journals, with respect to Feyerabend’s epistemological anarchism. The book includes an evaluation of general chemistry and physics textbooks. Most science curricula and textbooks provide the following advice to students: Do not allow theories in contradiction with observations, and all scientific theories must be formulated inductively based on experimental facts. Feyerabend questioned this widely prevalent premise of science education in most parts of the world, and in contrast gave the following advice: Scientists can accept a hypothesis despite experimental evidence to the contrary and scientific theories are not always consistent with all the experimental data. No wonder Feyerabend became a controversial philosopher and was considered to be against rationalism and anti-science. Recent research in philosophy of science, however, has shown that most of Feyerabend´s philosophical ideas are in agreement with recent trends in the 21st century. Of the 120 articles from science education journals, evaluated in this book only 9% recognized that Feyerabend was presenting a plurality of perspectives based on how science really works. Furthermore, it has been shown that Feyerabend could even be considered as a perspectival realist. Among other aspects, Feyerabend emphasized that in order to look for breakthroughs in science one does not have to be complacent about the truth of the theories but rather has to look for opportunities to “break rules” or “violate categories.” Mansoor Niaz carefully analyses references to Feyerabend in the literature and displays the importance of Feyerabend’s philosophy in analyzing, historical episodes. Niaz shows through this remarkable book a deep understanding to the essence of science. - Calvin Kalman, Concordia University, Canada In this book Mansoor Niaz explores the antecedents, context and features of Feyerabend’s work and offers a more-nuanced understanding, then reviews and considers its reception in the science education and philosophy of science literature. This is a valuable contribution to scholarship about Feyerabend, with the potential to inform further research as well as science education practice.- David Geelan, Griffith University, Australia.
650 0 _aScience education.
650 0 _aTeaching.
650 0 _aPhilosophy and science.
650 0 _aHistory.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aPhilosophy of Science.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E34000
650 2 4 _aHistory of Science.
_0https://scigraph.springernature.com/ontologies/product-market-codes/731000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030368586
776 0 8 _iPrinted edition:
_z9783030368609
776 0 8 _iPrinted edition:
_z9783030368616
830 0 _aContemporary Trends and Issues in Science Education,
_x1878-0482 ;
_v50
856 4 0 _uhttps://doi.org/10.1007/978-3-030-36859-3
942 _2ddc
_cEBOOK
999 _c102154
_d102154