Public Reason and Teaching Science in a Multicultural World: a Comment on Cobern and Loving: “An Essay for Educators…’ in the Light of John Rawls’ Political Philosophy

• Published in: Science & education Vol. 18; no. 8; pp. 1095 - 1100
• Main Author: Zeyer, Albert
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-08-2009; Springer
• Subjects: Education; Epistemology; History; Philosophy; Philosophy of Science; Realism; Science Education; Science Instruction; Science Teachers; Scientific Principles; Teaching Methods; Science Classroom; Science Class; Science Teacher; Public Reason; Indigenous Knowledge
• ISSN: 0926-7220; 1573-1901
• DOI: 10.1007/s11191-008-9159-1

This is a comment on the article “An Essay for Educators: Epistemological Realism Really is Common Sense” written by Cobern and Loving in
Science & Education
. The skillful analysis of the two authors concerning the problematic role of scientism in school science is fully appreciated, as is their diagnosis that it is scientism not universal scientific realism which is the cause of epistemological imperialism. But how should science teachers deal with scientism in the concrete every day situation of the science classroom and in contact with classes and students? John Rawls’ concept of public reason offers three “cardinal strategies” to achieve this aim: proviso, declaration and conjecture. The theoretical framework is provided, the three strategies are described and their relevance is fleshed out in a concrete example.