Constructivist science education typically presents a relativist image of scientific knowledge that is not shared by scientists. Truth and time are defined differently by scientists than by postmodern observers of science; a theoretical definition of truth is often applied to scientific knowledge within science education, whereas a practical definition, supported by evidence, is used within science. Similarly, time is sometimes taken out of context within science education when scientific concepts that have developed slowly and are well accepted by scientists are treated as though they were tentative.
Against Peter Gardner, this article re-asserts a conception of open-mindedness as not requiring either the indecision or neutrality qf persons concerning their beliejy, but rather a willingness on their part to form or revise beliefs in the light of evidence and argument. This conception, it will be argued, yields an educational ideal which is both important and coherent. It not only avoids the dgjculties which Gardner sees as inherent in the promotion of open-mindedness in children, but also avoids some of the dangers implicit in his own view.
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