Browse results

You are looking at 1 - 2 of 2 items for :

  • Science Education x
  • Educational Philosophy x
  • Status (Books): Published x

Edited by José Ignacio Galparsoro and Alberto Cordero

To naturalists, there is no such thing as complete justification for any claim, and so requiring complete warrant for naturalist proposals is an unreasonable request. The proper guideline for naturalist proposals seems thus clear: develop it using the methods of science; if this leads to a fruitful stance, then explicate and reassess. The resulting offer will exhibit virtuous circularity if its explanatory feedback loop involves critical reassessment as the explanations it encompasses play out. So viewed, naturalism is a philosophical perspective that seeks to unite in a virtuous circle the natural sciences and non-foundationalist, broadly-based empiricism.
Other common lines of antinaturalist complaint are that naturalization efforts seem fruitful only in some areas, also that several endeavors outside the sciences serve as sources of knowledge into human life and the human condition, especially in areas where science does not reach terribly far as yet. It seems hard not to grant some truth to many allegories from literature, art and some religions. Naturalism has room for knowledge gathered outside science, provided the imported claims satisfy also by naturalistic methods.
Naturalism and the debate about its scope and limits thrive on discrepancy. We hope that, collectively, the selected essays that follow will give a fair view of the vitality and tribulations of naturalism as a variegated contemporary philosophical perspective.

Environmental Education

Identity, Politics and Citizenship

Series:

Edited by Edgar González-Gaudiano and Michael A. Peters

In Environmental Education: Identity, Politics and Citizenship the editors endeavor to present views of environmental educators that focus on issues of identity and subjectivity, and how 'narrated lives’ relate to questions of learning, education, politics, justice, and citizenship. What is distinctive about this collection is that it highlights the views of Latin American scholars alongside those of scholars from Spain, Canada, New Zealand, Taiwan, South Africa, Australia, and U. S. The result is a philosophically nuanced reading of the complexities of environmental education that begins to reshape the landscape in terms of ethics, ontology, epistemology, and politics. The collection bears the stamp of the location of its contributors and strongly reflects an activist, qualitative, and ethnographic orientation that emphasizes the ground for action, the identity of environmental actors, and the contribution that education in all its forms can make to sustainability and the cause of the environment. At the same time, contributors go beyond simple slogans and ideologies to question the accepted truths of this rapidly emerging field.
Cover picture: Edgar González-Gaudiano: Siem Reap, Cambodia, December 2007.