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  1. Risk Society: Towards a New Modernity.Ulrich Beck, Mark Ritter & Jennifer Brown - 1993 - Environmental Values 2 (4):367-368.
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  • Intellectual independence for nonscientists and other content‐transcendent goals of science education.Stephen P. Norris - 1997 - Science Education 81 (2):239-258.
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  • Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education.Claudia W. Ruitenberg - 2008 - Studies in Philosophy and Education 28 (3):269-281.
    Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this end I (...)
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  • The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science.Ingo Eilks, Avi Hofstein, Rachel Mamlok-Naaman, Peter Heering & Marc Stuckey - 2015 - Science & Education 24 (3):281-298.
    This paper discusses essential elements of the philosophical works of Ludwik Fleck and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science in society. His works have several parallels to the later and very popular work, The Structure of Scientific Revolutions, by Thomas S. Kuhn, although Kuhn only indirectly referred to the influence of Fleck (...)
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  • The Subject and the World: Educational challenges.Ingerid S. Straume - 2015 - Educational Philosophy and Theory 47 (13-14):1465-1476.
    The paper explores the notion of ‘the subject’ in the context of education as an alternative to more limited concepts such as the student or learner. Drawing on the thought of Cornelius Castoriadis, the subject under consideration is a conscious, self-reflective subject that organizes and modifies itself in relation to a world of significations. Through the capacity for conscious self-modification, the subject becomes a self-reflective agent in a socially instituted world of significations. For Castoriadis, this kind of subjectivity is not (...)
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  • The Discourse of Chemistry (and Beyond).Jesper Sjöström - 2007 - Hyle 13 (2):83 - 97.
    This paper discusses the mainstream discourse of chemistry and suggests a complementary discourse. On a disciplinary level, the discourse of chemistry is based on objectivism, rationalism, and molecular reductionism. On a societal level, the discourse is based on modernism. The aims of chemical research and education are often unclear, which nowadays often leads to an emphasis on the needs from industry. Integrating meta-perspectives (philosophical, historical, and socio-cultural) within chemical research and education practice would – apart from providing chemical Bildung to (...)
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  • Ruins of bildung in a knowledge society: Commenting on the debate about the future of bildung.Michael Wimmer - 2003 - Educational Philosophy and Theory 35 (2):167–187.
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  • How to conceive of critical educational theory today?Jan Masschelein - 2004 - Journal of Philosophy of Education 38 (3):351–367.
    This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self-reflective and independent, to determine dependence from the present power relations and existing social order. Actual social and educational reality and relations (...)
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  • (2 other versions)Reforming Science Education: Part I. The Search for a Philosophy of Science Education.Roland M. Schulz - 2009 - Science & Education 18 (3-4):225-249.
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  • Bildung and Modernity: The Future of Bildung in a World of Difference.Gert Biesta - 2002 - Studies in Philosophy and Education 21 (4/5):343-351.
    This paper asks whether there is afuture for the age-old educational ideal ofBildung. It is argued that the modernconception of Bildung in terms of``rational autonomy'' should be understood as theeducational answer that was given to thepolitical question about citizenship in anemerging (modern) civil society. Raising thequestion about the future of Bildungtherefore means to ask what educationalresponse would be appropriate in our time. Itis argued that our time is one in which theidea of a universal or total perspective hasbecome problematic. We (...)
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  • Towards Bildung-Oriented Chemistry Education.Jesper Sjöström - 2013 - Science & Education 22 (7):1873-1890.
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  • Environmental Sustainability: implications and limitations to Green Chemistry. [REVIEW]Carlos Alberto Marques & Adélio A. S. C. Machado - 2013 - Foundations of Chemistry 16 (2):125-147.
    This study discusses the relationship between Green Chemistry and Environmental Sustainability as expressed in textbooks and articles on Green Chemistry authored by their promoters. It was found that although the Brundtland concept of Sustainable Development/Sustainability has been mentioned often by green chemists, a full analysis of that relationship was almost never attempted. In particular, green chemists have paid scarce attention to the importance of The Second Law of thermodynamics on Environmental Sustainability and the consequences of the limitations it imposes on (...)
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  • An overview: Origins and development of green chemistry.J. A. Linthorst - 2009 - Foundations of Chemistry 12 (1):55-68.
    This article provides an overview of the origins and development of green chemistry. Aiming to contribute to the understanding of green chemistry, basically from a historical point of view, this overview argues that contextual influences and the user friendliness of the term are drivers for the explosive growth of green chemistry. It is observed that political support for its development has been significant, in which the Pollution Prevention Act of 1990 was a formal political starting-point, but informally the origins of (...)
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  • Politics of critical pedagogy and new social movements.Seehwa Cho - 2010 - Educational Philosophy and Theory 42 (3):310-325.
    The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’ . Then, (...)
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  • Green Chemistry as Social Movement?Steve Breyman & Edward J. Woodhouse - 2005 - Science, Technology, and Human Values 30 (2):199-222.
    Are there circumstances under which scientists and engineers doing their ordinary jobs can be thought of as participants in a social movement? The technoscientists analyzed in this article are at the forefront of a new way of doing chemistry; they are attempting to redesign chemical products and synthesis pathways to significantly reduce health effects and environmental damage from industrial chemicals. Green chemistry practitioners and entrepreneurs now constitute a small minority of chemists and chemical engineers in the university, government, and corporate (...)
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  • Philosophy of Education and Science Education: A Vital but Underdeveloped Relationship.Roland M. Schulz - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1259-1316.
    This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...)
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  • School Chemistry: The Need for Transgression.Vicente Talanquer - 2013 - Science & Education 22 (7):1757-1773.
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  • Constitutive Pluralism of Chemistry: Thought Planning, Curriculum, Epistemological and Didactic Orientations.Marcos Antonio Pinto Ribeiro & Duarte Costa Pereira - 2013 - Science & Education 22 (7):1809-1837.
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  • Technochemistry: One of the chemists' ways of knowing. [REVIEW]José Antonio Chamizo - 2013 - Foundations of Chemistry 15 (2):157-170.
    In this article, from the characterization of technoscience of the English historian J. Pickstone and the recognition of the importance of models and modelling in research and teaching of chemistry, the term technochemistry is introduced as a way of chemical knowledge. With the above new possibilities, rethinking the chemistry curriculum is opened.
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  • Anthropocentrism versus Ecocentrism Revisited: Theoretical Confusions and Practical Conclusions.Teea Kortetmäki - 2013 - SATS 14 (1):21-37.
    One of the hardest questions in environmental philosophy is the debate between anthropocentric and ecocentric accounts of value. I argue that a great deal of the disagreement in this debate arises from a) misunderstanding of the concepts used in the debate and b) unfruitful reading of vaguely framed arguments. The conceptual and argumentative analysis of the debate shows that many arguments can be ignored as they either contain conceptual confusion or concern issues that are actually irrelevant to the centrism division. (...)
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  • Chemistry, Green Chemistry, and the Instrumental Valuation of Sustainability.Nathaniel Logar - 2011 - Minerva 49 (1):113-136.
    Using the Public Value Mapping framework, I address the values successes and failures of chemistry as compared to the emerging field of green chemistry, in which the promoters attempt to incorporate new and expanded values, such as health, safety, and environmental sustainability, to the processes of prioritizing and conducting chemistry research. I document how such values are becoming increasingly public. Moreover, analysis of the relations among the multiple values associated with green chemistry displays a greater internal coherence and logic than (...)
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  • A Critical Reading of Ecocentrism and Its Meta-Scientific Use of Ecology: Instrumental Versus Emancipatory Approaches in Environmental Education and Ecology Education.Tasos Hovardas - 2013 - Science & Education 22 (6):1467-1483.
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  • Eco-Driven Chemical Research in the Boundary Between Academia and Industry.Jesper Sjöström - 2013 - Science & Education 22 (10):2427-2441.
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  • Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability.Michael P. Mueller - 2009 - Science & Education 18 (8):1031-1056.
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  • Creating a Sustainable Future: Some Philosophical and Educational Considerations for Chemistry Teaching.Amparo Vilches & Daniel Gil-Pérez - 2013 - Science & Education 22 (7):1857-1872.
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