- 영문명
- The Justification of Postmodern For Science Education - Focused Lyotard
- 발행기관
- 한국교육철학회
- 저자명
- 정석환(Chung Seok-Hwan)
- 간행물 정보
- 『교육철학』敎育哲學 第33集, 255~286쪽, 전체 32쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2007.12.30
국문 초록
영문 초록
The purpose of this thesis is to examine The Postmodern theory of Science Education and its meanings in education. Specifically, This thesis focuses on The construct of the theory of Postmodernism and its implications in Science education. Conclusions are as follows.
In the field of Modern Science education the induction of training and technology according with the system"s performance becomes more valuable. But the ascendancy of performative underestimates a person"s freedom and value, independent of system. Postmodern Philosophy criticizes every metanarratives, like system theory operating under this performative principle in that it entails a kind of terror to make the incommensurable commensurable. To fight successfully against the terror of metanarratives, Postmodern theory of Science Education introduces a form of legitimation grounded on paralogy. Paralogy is a sphere that philosopher embodies the logic of dissent, not one that expert pursues consensus.
we can find a case to apply the sublime as aim of postmodern education to individual subject in science education. The science theory, according to Lyotard, accepts the relativity of space-time and is open to possibility of changes. This happens when we apply the difference principle to the science. If we are to enforce the critical mind to come over the traditional paradigm, we should consider that the knowledge of science has the characteristic of error, reform, and not-lasting. The purpose of science education is to support scientific attitude, critical thinking, and the habit of construction through the active learning. In other words, it encourages new moves and possibilities of other purposes within one system. Also, not excluding other voices, it accepts the possibility of various utterances and strengthens patience to tolerate difference.
In the field of Modern Science education the induction of training and technology according with the system"s performance becomes more valuable. But the ascendancy of performative underestimates a person"s freedom and value, independent of system. Postmodern Philosophy criticizes every metanarratives, like system theory operating under this performative principle in that it entails a kind of terror to make the incommensurable commensurable. To fight successfully against the terror of metanarratives, Postmodern theory of Science Education introduces a form of legitimation grounded on paralogy. Paralogy is a sphere that philosopher embodies the logic of dissent, not one that expert pursues consensus.
we can find a case to apply the sublime as aim of postmodern education to individual subject in science education. The science theory, according to Lyotard, accepts the relativity of space-time and is open to possibility of changes. This happens when we apply the difference principle to the science. If we are to enforce the critical mind to come over the traditional paradigm, we should consider that the knowledge of science has the characteristic of error, reform, and not-lasting. The purpose of science education is to support scientific attitude, critical thinking, and the habit of construction through the active learning. In other words, it encourages new moves and possibilities of other purposes within one system. Also, not excluding other voices, it accepts the possibility of various utterances and strengthens patience to tolerate difference.
목차
Ⅰ. 서론
Ⅱ. 모더니즘 과학의 철학적 배경
Ⅲ. 모더니즘의 과학교육
Ⅳ. 포스트모던 과학교육의 정당화
Ⅴ. 결론
참고문헌
Abstract
Ⅱ. 모더니즘 과학의 철학적 배경
Ⅲ. 모더니즘의 과학교육
Ⅳ. 포스트모던 과학교육의 정당화
Ⅴ. 결론
참고문헌
Abstract
키워드
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