Why ask new questions?
Contribuinte(s) |
Burnett, Bruce Meadmore, Daphne Tait, Gordon |
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Data(s) |
2004
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Resumo |
It can probably be said those people who work in the world of the natural sciences— chemistry, biology, mathematics, and so on—regard themselves as inhabiting a fairly straight-forward epistemological world. They have a body of knowledge to draw upon from within any given area, much like a set of bricks in a wall, and when they conduct their experiments, they add another brick to that wall … and the wall gets taller, and they know more than they did before. Such scientists would contend that the questions they ask as part of their research flow naturally from the very nature of the world itself. But even then, they could also argue that the specifics of the question ultimately don‟t really matter that much, because if enough people work on any given brick, the truth will eventually emerge anyway. |
Identificador | |
Publicador |
Pearson Education Australia |
Relação |
http://www.pearson.com.au/Catalogue/TitleDetails.aspx?isbn=9781741032260 Tait, Gordon (2004) Why ask new questions? In Burnett, Bruce, Meadmore, Daphne, & Tait, Gordon (Eds.) New Questions for Contemporary Teachers : Taking a Socio-cultural Approach to Education. Pearson Education Australia, Frenchs Forest, N.S.W, pp. 1-10. |
Fonte |
Office of Education Research; Faculty of Education; School of Cultural & Language Studies in Education |
Palavras-Chave | #139999 Education not elsewhere classified #sociology of education #philosophy of education |
Tipo |
Book Chapter |