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(2014) International handbook of research in history, philosophy and science teaching, Dordrecht, Springer.
Postmodernism and science education
an appraisal
Jim Mackenzie, Ron Good , James M Brown , James Christian Brown, Robert Brown
pp. 1057-1086
Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and "modernist" ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in politics, philosophy and religion were first opposed at their birth in the eighteenth century, contemporary postmodernism sometimes appeals to (and sometimes disdains) philosophy of science in support of its rejection of modernism and the enlightenment programme.
Publication details
DOI: 10.1007/978-94-007-7654-8_32
Full citation:
Mackenzie, J. , Good, R. , Brown, J. M. , Brown, J.C. , Brown, R. (2014)., Postmodernism and science education: an appraisal, in M. R. Matthews (ed.), International handbook of research in history, philosophy and science teaching, Dordrecht, Springer, pp. 1057-1086.
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