This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Critics of Dewey’s metaphysics point to his dismissal of any philosophy which locates ideals in a realm beyond experience. However, Dewey’s sustained critique of dualistic philosophies is but a first step in his reconstruction and recovery of the function of the metaphysical. Detaching the discussion of values from inquiry, whether scientific, philosophical or educational, produces the same end as relegating values to a transcendent realm that is beyond ordinary human discourse. Dewey’s naturalistic metaphysics supports his progressive educational philosophy. The duty (...) of education is grounded in its service to democracy; it must help students develop the ability to express, discuss, and develop their moral reasoning through experiential and experimental learning. (shrink)

The first part of this essay discusses what naturalism in the philosophy of religion should entail for one's ontology, considers various proposed criteria for categorizing something as natural, uses an analysis of these proposed criteria to develop theoretical criteria for both the natural and nonnatural, and develops a set of criteria for identifying a potentially supernatural event in practice. The second part of the essay presents a persuasive empirical case for naturalism based on the lack of uncontroversial evidence for any (...) potential instances of supernatural causation, with particular emphasis on the lack of evidence for supernatural causation in our modern scientific account of the history of the universe and in modern parapsychological research. (shrink)

Some issues raised by parapsychological phenomena (psi) are examined in the light of their implications for a philosophy of science. It is shown that the kinds of problems psi poses for science vary with the way one conceives of science as well as one's conception of psi. It is suggested that psi may be a product of the fact that all of our scientific concepts are abstractions and therefore oversimplifications. This raises the possibility that our best conceptual technique for dealing (...) with psi is a non-discursive symbolism, since this would not demand "classes" (oversimplification). Implications of this approach are considered. (shrink)