CFP: Philosophy of Science Education: Issues and Possibilities

Imaginative Education Research Group (IERG), Simon Fraser University

Call for papers

The relevance of developing a philosophy of science education (PSE) for the discipline and science teacher education is relatively uncharted research territory. Although philosophy has been an area of scattered interest for science educators it can be considered a truism that modern science teacher education has tended overall to ignore philosophy for psychology and cognitive science, especially its theories of learning and development which still dominate education research. While science education is known to have borrowed ideas from pedagogues and philosophers in the past (as examples, from Rousseau, Pestalozzi, Herbart, Dewey, Schwab), the field of philosophy of education (PE) has been little canvassed, and remains an underdeveloped area. Most science teachers and too many researchers seem little aware, or even concerned to know, about this rich philo- historical background of the field, and how acquaintance could illuminate current curricular issues and practice. Yet science educational history and science schooling bear witness to competing educational theories (often hidden), ideologies, and social group interests, which shape the field to this day. Science education can be said to suffer from being undertheorized. Because the value of philosophy for science education remains underappreciated the emphasis is to bring particularly philosophy of education into the fold of science education to contribute to its reconceptualization and reform. Background of the Call for Papers will be the recent 2013 HPS Handbook chapter of the Guest Editor “Philosophy of education and science education: A vital but underdeveloped relationship,” which conceptualizes a possible synthesis of philosophy (P), PS and PE for the field and science teacher education.

This special issue intends to illuminate some of the topography and central features of the new territory of PSE, (what it comprises and aims to accomplish), by indicating useful areas for on-going research, such as philosophy of education, curriculum theory and structure, goals, policy and socio-political interests of science education, and science teacher education. Researchers working on areas related to philosophy, philosophy of education, teacher education, HPSS, curriculum theory, and/or what they may contribute to the teaching of science are invited to contribute to this thematic issue. Conceptual, theoretical, empirical or position-based manuscripts are welcome. Examples of topics may include:

• philosophy of education and science curricula
• philosophy of education and goals of science education
• educational metatheory and science curricula
• PSE and science educational history
• Bildung and comparative metatheory
• PSE and science literacy
• PSE and/as liberal education
• philosophy and science teacher education
• PSE, curriculum and worldviews/cultures
• PSE, critical thinking and teacher education
• curriculum, ideology, social interests and policy
• PSE and pedagogical content knowledge
• indoctrination, scientism and science teaching
• knowledge and/vs beliefs and learning science
• Critical pedagogy and curriculum/theory
• hermeneutics and science learning
• philosophy of science linkage with philosophy
• hermeneutics and/vs epistemology of education
• PSE, science learning and aesthetics

A number of scholars have been invited to contribute. Submission Date: March 1st 2014 Manuscripts, with Abstract, should be submitted for review direct to: www.editorialmanager.com/sced/

Notification of intention to submit, and subject matter, is appreciated as it assists coordination and planning of the issue. Notifications and inquiries to Guest Editor:
Roland M. Schulz, PhD Imaginative Education Research Group (IERG) Simon Fraser University, Canada rmschulz@shaw.ca

Deadline: March 1, 2014

Posted: February 12, 2014