Hasok Chang’s Pragmatist Philosophy of Science and Its Resonance in Science Education
The article is a reflection on Hasok Chang’s paper entitled “A new pragmatist philosophy of science: active knowledge, operational truth, and the place of science in life” from the perspective of science education. The aim is to draw out potential reciprocal contributions between philosophy of scien...
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| Μορφή: | Article ou chapitre numérique |
| Γλώσσα: | Français |
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2026
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| Διαθέσιμο Online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Περίληψη: | The article is a reflection on Hasok Chang’s paper entitled “A new pragmatist philosophy of science: active knowledge, operational truth, and the place of science in life” from the perspective of science education. The aim is to draw out potential reciprocal contributions between philosophy of science and science education research. In making a case for a refreshed orientation to philosophy of science, Chang builds on several concepts such as “active knowledge”, “truth-by-operational-coherence” and “empirical learning”. In this paper, I review each of these concepts through the lens of science education. For example, the construct of “truth-by-operational coherence” has direct implications for how aspects of science such the scientific methods and scientific knowledge are covered in the science curriculum. Empirical examples from science education research highlight the need for a closer look at the social dynamics of the scientific community and the public more broadly, given such dynamics may influence how Chang’s key constructs are enacted in the life practices of different stakeholders. |
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