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000928563 020__ $$a9783030368593
000928563 020__ $$a3030368599
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000928563 08204 $$a501$$223
000928563 1001_ $$aNiaz, Mansoor.
000928563 24510 $$aFeyerabend's epistemological anarchism :$$bhow science works and its importance for science education /$$cMansoor Niaz.
000928563 260__ $$aCham :$$bSpringer,$$c2020.
000928563 300__ $$a1 online resource (233 pages).
000928563 336__ $$atext$$btxt$$2rdacontent
000928563 337__ $$acomputer$$bc$$2rdamedia
000928563 338__ $$aonline resource$$bcr$$2rdacarrier
000928563 4901_ $$aContemporary Trends and Issues in Science Education ;$$vv.50
000928563 504__ $$aIncludes bibliographical references and index.
000928563 5050_ $$aChapter 1. Introduction: Exploring Epistemological Anarchism -- Chapter 2. Epistemological Anarchism and How Science Works -- Chapter 3. Understanding of Epistemological Anarchism (Feyerabend) in Research Reported in the Journal Science & Education (Springer) -- Chapter 4. Understanding Epistemological Anarchism (Feyerabend) in Research Reported in the Journal of Research in Science Teaching (Wiley-Blackwell) -- Chapter 5. Understanding Epistemological Anarchism (Feyerabend) in Research Reported in the Journal Interchange (Springer) -- Chapter 6. Understanding Epistemological Anarchism (Feyerabend) in Research Reported in Reference Work -- Chapter 7. Feyerabend's Counterinduction and Science Textbooks -- Chapter 8. Conclusion: Feyerabend and Challenges of the Twenty-First Century -- References -- Appendices -- Index.
000928563 506__ $$aAccess limited to authorized users.
000928563 520__ $$aThis book argues that the traditional image of Feyerabend is erroneous and that, contrary to common belief, he was a great admirer of science. It shows how Feyerabend presented a vision of science that represented how science really works. Besides giving a theoretical framework based on Feyerabend´s philosophy of science, the book offers criteria that can help readers to evaluate and understand research reported in important international science education journals, with respect to Feyerabend's epistemological anarchism. The book includes an evaluation of general chemistry and physics textbooks. Most science curricula and textbooks provide the following advice to students: Do not allow theories in contradiction with observations, and all scientific theories must be formulated inductively based on experimental facts. Feyerabend questioned this widely prevalent premise of science education in most parts of the world, and in contrast gave the following advice: Scientists can accept a hypothesis despite experimental evidence to the contrary and scientific theories are not always consistent with all the experimental data. No wonder Feyerabend became a controversial philosopher and was considered to be against rationalism and anti-science. Recent research in philosophy of science, however, has shown that most of Feyerabend´s philosophical ideas are in agreement with recent trends in the 21st century. Of the 120 articles from science education journals, evaluated in this book only 9% recognized that Feyerabend was presenting a plurality of perspectives based on how science really works. Furthermore, it has been shown that Feyerabend could even be considered as a perspectival realist. Among other aspects, Feyerabend emphasized that in order to look for breakthroughs in science one does not have to be complacent about the truth of the theories but rather has to look for opportunities to "break rules" or "violate categories." Mansoor Niaz carefully analyses references to Feyerabend in the literature and displays the importance of Feyerabend's philosophy in analyzing, historical episodes. Niaz shows through this remarkable book a deep understanding to the essence of science. - Calvin Kalman, Concordia University, Canada In this book Mansoor Niaz explores the antecedents, context and features of Feyerabend's work and offers a more-nuanced understanding, then reviews and considers its reception in the science education and philosophy of science literature. This is a valuable contribution to scholarship about Feyerabend, with the potential to inform further research as well as science education practice.- David Geelan, Griffith University, Australia.
000928563 588__ $$aDescription based on print version record.
000928563 60010 $$aFeyerabend, Paul,$$d1924-1994.
000928563 650_0 $$aScience$$xPhilosophy.
000928563 77608 $$iPrint version:$$aNiaz, Mansoor$$tFeyerabend's Epistemological Anarchism : How Science Works and Its Importance for Science Education$$dCham : Springer,c2020$$z9783030368586
000928563 830_0 $$aContemporary trends and issues in science education ;$$vv. 50.
000928563 852__ $$bebk
000928563 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-030-36859-3$$zOnline Access$$91397441.1
000928563 909CO $$ooai:library.usi.edu:928563$$pGLOBAL_SET
000928563 980__ $$aEBOOK
000928563 980__ $$aBIB
000928563 982__ $$aEbook
000928563 983__ $$aOnline
000928563 994__ $$a92$$bISE