The Philosophical Eclecticism of Science and its Impact on Science-Education
Laila N. Boisselle

The essay marries Geertz’ (1973) conception of two sciences with Snow’s (1959) proposition of two cultures to create a theoretical framework that aligns the processes of science with interpretivist, qualitative practices, and the products of science more so with positivist, quantitative, experimental practices. This theoretical framework is then used to investigate and account for the seeming dichotomy of society’s apparent fascination with scientificproducts against a demonstrated drop in the pursuit of school science and scientific careers (i.e. the processes of learning and doing science). I propose that this dichotomy might be due to a misunderstanding in the general population of the character or nature of science and might be addressed by reforms to the curriculum of science. I suggest that such a reformed science-education curriculum should aim at a scientific-literacy capable of appreciating the character of science as both interpretive and experimental. It should also aim to foster an understanding of both the standard account of science as well as science(s) indigenous to the pupils under instruction.

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