The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science

Stuckey, Marc; Heering, Peter; Mamlok‐Naaman, Rachel; Hofstein, Avi; Eilks, Ingo

doi:10.1007/s11191-014-9723-9

Cited by 23 publications

(9 citation statements)

References 49 publications

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“…Among scholars, there are suggestions that science education for critical citizenship ought to emphasize students' knowledge about how science is produced as well as the social construction of news media (c.f. Belova and Eilks 2016;Chang Rundgren and Rundgren 2014;Eilks et al 2014;Stuckey et al 2015). Of particular interest to this study, and in alignment with previous studies of news media in science education (c.f.…”

Section: News Media In Science Educationsupporting

confidence: 63%

Navigating Alarming Media Messages About Nutrition and Health

2020

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This study focuses the emerging need for young people to critically respond to alarming messages in contemporary media highlighting the potential benefits or harms of certain foods. Besides being technical, advancements in the field of nutrition reported in media are often of tentative and speculative character, primarily selected and constructed on the basis of their news value rather than as representing established knowledge. The study aims to study students' capabilities to navigate and critically respond to controversial media messages about health and nutrition in the context of science education. Our theoretical point of departure is in the concept "an examined life" in the critical reflection tradition of Socrates and the Stoics. We analyze how groups of upper secondary science class students engage in critical examination of a controversial message about cow's milk encountered through Swedish public service news media on the Internet. The results illuminate that even when controversial findings are produced by a reputed university and communicated through independent media, students are capable of discerning the need to scrutinize such findings and are capable of performing such critical examination drawing on experiences of scientific investigations. Students' openness to question authoritative voices in society and to illuminate the new findings on milk from multiple perspectives reflects how "an examined life" may be enacted in the context of science education. Inviting students to participate in related activities shows promise for enabling a critical examination of themselves and others in ways deemed important for democratic citizenship.

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Section: News Media In Science Educationsupporting

confidence: 63%

Navigating Alarming Media Messages About Nutrition and Health

2020

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“…Scientific research is an essentially collective process, that depends not only on the capacity for imagination and rational thinking of individual researchers, but on the capacity of a set of findings to enter and survive the process of dialogue with other, independent members of a scientific community, in the form of critical responses or readers and reviewers, replication studies and data re-analyses ( Brown, 2012 ; Stuckey et al, 2015 ). Because therapy research is fragmented into sub-communities (e.g.…”

Section: Principles Of a Pluralistic Perspective On Psychotherapy Researchmentioning

confidence: 99%

A Pluralistic Perspective on Research in Psychotherapy: Harnessing Passion, Difference and Dialogue to Promote Justice and Relevance

et al. 2021

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The adoption of a pluralistic perspective on research design, processes of data collection and analysis and dissemination of findings, has the potential to enable psychotherapy research to make a more effective contribution to building a just society. A review of the key features of the concept of pluralism is followed by a historical analysis of the ways in which research in counselling, psychotherapy and related disciplines has moved in the direction of a pluralistic position around knowledge creation. Core principles of a pluralistic approach to research are identified and explored in the context of a critical case study of contemporary research into psychotherapy for depression, examples of pluralistically oriented research practices, and analysis of a pluralistic conceptualisation of the nature of evidence. Implications of a pluralistic perspective for research training and practice are discussed. Pluralistic inquiry that emphasises dialogue, collaboration, epistemic justice and the co-existence of multiple truths, creates opportunities for individuals, families and communities from a wide range of backgrounds to co-produce knowledge in ways that support their capacities for active citizenship and involvement in open democratic decision-making. To fulfil these possibilities, it is necessary for psychotherapy research to be oriented towards social goals that are sufficiently relevant to both researchers and co-participants to harness their passion and work together for a common good.

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“…De modo semelhante, Stuckey et al (2015) afirmam que "na educação, em geral, e na educação científica, em particular, as ideias de Fleck raramente têm sido discutidas ou aplicadas" (Stuckey et al, 2015, p. 295, tradução nossa). Trazem as ideias de Fleck em diálogo com Thomas Kuhn e apontam o potencial das ideias de Fleck para o ensino e a aprendizagem da ciência, contribuindo para uma compreensão crítica, por parte dos estudantes, da natureza do empreendimento científico e das relações bidirecionais entre ciência e sociedade.…”

Section: Conclusões E Implicaçõesunclassified

A Obra Aberta de Ludwik Fleck

Martins

2020

RBPEC

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A perspectiva da sociologia do conhecimento do médico polonês Ludwik Fleck (1896–1961) vem ganhando destaque no meio acadêmico brasileiro nas últimas décadas e, em particular, na área de pesquisa em ensino de ciências. Objetivamos, nesse estudo teórico, apresentar elementos do pensamento desse autor que permitam caracterizar a abertura de sua obra, ou seja, aspectos que apresentam potenciais para a educação em ciências quando problematizados, ampliados e articulados. A partir da análise da obra principal de Fleck (livro publicado originalmente em 1935) e de seus sete artigos sobre epistemologia, foram identificados e abordados quatro desses elementos, a saber: o conceito de estilo de pensamento; os conceitos de acoplamento ativo e acoplamento passivo; a educação e a iniciação dos novatos em um estilo de pensamento; e a postura política de Fleck. Apontamos, ao final, algumas implicações para a área de ensino de ciências e estabelecemos um breve diálogo com parte da produção acadêmica da área que se utiliza desse referencial. Nossas reflexões sinalizam para a riqueza e relevância teórica e metodológica do referencial fleckiano para o desenvolvimento futuro da pesquisa em ensino de ciências.

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The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science

Cited by 23 publications

References 49 publications

Navigating Alarming Media Messages About Nutrition and Health

Navigating Alarming Media Messages About Nutrition and Health

A Pluralistic Perspective on Research in Psychotherapy: Harnessing Passion, Difference and Dialogue to Promote Justice and Relevance

A Obra Aberta de Ludwik Fleck

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