Soul, mind and science education

Eddington, Ian (2005) Soul, mind and science education. International Journal of Pedagogies and Learning, 1 (2). pp. 33-46.

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Abstract

An enquiry is made about the nature of the soul at the dawn of premodernism, at the dawn of modernism and in the era of postmodernism. The enquiry is used to support the view that, even in today’s politically correct and morally relativist world, science (and by default science education) should continue to predicate its activity on, and judge its success by, a commonsense appeal to experience, and not give in to lesser forms of validation.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Author retains copyright.
Faculty/School / Institute/Centre:	Historic - Faculty of Business - Department of Economics and Resource Management (Up to 31 Mar 2007)
Faculty/School / Institute/Centre:	Historic - Faculty of Business - Department of Economics and Resource Management (Up to 31 Mar 2007)
Date Deposited:	11 Oct 2007 00:47
Last Modified:	02 Jul 2013 22:38
Uncontrolled Keywords:	science and science education; philosophy; constructivism; pedagogy; teaching and learning
Fields of Research (2008):	13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy 22 Philosophy and Religious Studies > 2202 History and Philosophy of Specific Fields > 220202 History and Philosophy of Education 22 Philosophy and Religious Studies > 2202 History and Philosophy of Specific Fields > 220206 History and Philosophy of Science (incl. Non-historical Philosophy of Science)
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI:	http://eprints.usq.edu.au/id/eprint/1535

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