000 04287nam a22004815i 4500
999 _c97841
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001 978-3-319-93840-0
003 DE-He213
005 20191024145741.0
007 cr nn 008mamaa
008 180830s2018 gw | s |||| 0|eng d
020 _a9783319938400
024 7 _a10.1007/978-3-319-93840-0
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
100 1 _aWeaver, John A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aScience, Democracy, and Curriculum Studies
_h[electronic resource] /
_cby John A. Weaver.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXI, 198 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 _aCritical Studies of Education ;
_v8
505 0 _aChapter One Introduction: Science, Democracy, and Curriculum Studies: Why (Not) Science Matters? -- Chapter Two From Kuhn to the Economics of Science: Curriculum Studies and Science Studies -- Chapter Three Homo Economicus, Rhetoric, and Curriculum Studies -- Chapter Four Observing Economics: The Rhetoric of Data, Models, and Statistics -- Chapter Five The Economics of Science, Neoliberal thought, and the Loss of Democracy -- Chapter Six (Post)Colonial Science -- Chapter Seven Working Our Way Back: Colonial Science in light of Postcolonial Thought -- Chapter Eight Of Hierarchies, Cultures of no Culture, Ontology, Protocols, and Anecdotes: (Re-Writing) -- Chapter Nine Nietzsche’s Science.
520 _aIn this book John A. Weaver suggests curriculum studies scholars need to engage more in science matters. It offers a review of science studies writing from Ludwick Fleck and Thomas Kuhn to Philip Mirowski. The volume includes chapters on the rhetoric of science with a focus on the history of rhetoric and economics then on the rhetoric of models, statistics, and data, a critique of neoliberalism and its impact on science policy and the foundations of democracy, Harry Collin’s and Robert Evans’ theory of expertise followed by chapters on feminism with a focus on the work of Sharon Traweek, Karen Barad, and Vinciane Despret, postcolonial thought, with attention paid to the work of Daniela Bleichmar, Londa Schiebinger, Judith Carney, Sylvia Wynter, Paul Gilroy, and Sandra Harding, and a final chapter on Nietzsche’s philosophy of science. Each section is introduced by an interlude drawing on autobiographical connections between curriculum studies and science studies. Science, Democracy, and Curriculum Studies is imaginative and virtuosic, narrated by John Weaver's pedagogical voice that does not hide behind pretenses. The argument for curriculum scholars and educationalists to attend to the questions of science is pitched as a loving plea. Taking a humanities-based approach, with influences ranging from Augustine to Karen Barad, science is neither dismissed as "fake" nor given a supernatural claim to autarky. Weaver's rich and varied content is arranged and composed with keen attention to form, surrounded by interludes and even aphorisms. It is a refreshing book where facile divisions are destroyed and reimagined. Sam Rocha, University of British Columbia Assistant Professor, Philosophy of Education.
650 0 _aScience
_xStudy and teaching.
650 0 _aCurriculum planning.
650 1 4 _aScience Education.
_0http://scigraph.springernature.com/things/product-market-codes/O27000
650 2 4 _aCurriculum Studies.
_0http://scigraph.springernature.com/things/product-market-codes/O15000
650 2 4 _aInternational and Comparative Education.
_0http://scigraph.springernature.com/things/product-market-codes/O13000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319938394
776 0 8 _iPrinted edition:
_z9783319938417
830 0 _aCritical Studies of Education ;
_v8
856 4 0 _uhttps://doi.org/10.1007/978-3-319-93840-0
_yElectronic version- Цахим хувилбар
942 _2ddc
_cEBOOK