How a Deweyan science education further enables ethics education

Webster, Scott 2008, How a Deweyan science education further enables ethics education, Science & education, vol. 17, no. 8-9, pp. 903-919, doi: 10.1007/s11191-006-9062-6.

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Title How a Deweyan science education further enables ethics education
Author(s) Webster, ScottORCID iD for Webster, Scott
Journal name Science & education
Volume number 17
Issue number 8-9
Start page 903
End page 919
Total pages 17
Publisher Springer Netherlands
Place of publication Amsterdam, The Netherlands
Publication date 2008-09
ISSN 0926-7220
Keyword(s) education
Summary This paper questions the perceived divide between ‘science’ subject matter and ‘moral’ or ‘ethical’ subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be ‘special treatment’ given to certain issues which are of an ethical or moral nature and which are ‘brought into’ the science class. The case is made in this article that dealing with ethical issues in the science class should not call for a sensitivity that is beyond the expertise of the science teacher. Indeed it is argued here that science teachers in particular have a great deal to offer in enabling ethics education. To overcome this perceived divide between science and values it needs to be recognised that the educative development of learners is both scientific and moral. I shall be using a Deweyan perspective to make the case that we as science teachers can overcome this apparent divide and significantly contribute to an ethics education of our students.
Language eng
DOI 10.1007/s11191-006-9062-6
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Springer
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Document type: Journal Article
Collection: School of Education
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