Soul, mind and science education
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.
University of Southern Queensland, Australia
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postmodernism, metacognition, concept change, teaching methodology
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