Soul, mind and science education

Abstract

An enquiry is made about the nature of the soul at the dawn of premodernism, at the dawn of modernism and in the era of postmodernism.

The enquiry is used to support the view that, even in today's politically correct and morally relativist world, science (and by default science education) should continue to predicate its activity on, and judge its success by, a commonsense appeal to experience, and not give in to lesser forms of validation.

Authors

Ian Eddington
University of Southern Queensland, Australia

References

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Keywords

postmodernism; metacognition; concept change; teaching methodology

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