- Introduction: Philosophy of Education and Philosophy
- The Epistemic Aims of Education
- Moral and Political Aims of Education
- Tagore, Dewey, and the Imminent Demise of Liberal Education
- Thinking, Reasoning, and Education
- Why Fallibility Has Not Mattered and How It Could
- Educating for Authenticity: The Paradox of Moral Education Revisited
- The Development of Rationality
- Philosophy and Developmental Psychology: Outgrowing the Deficit Conception of Childhood
- Socratic Teaching and Socratic Method
- Educating the Practical Imagination: A Prolegomena
- Caring, Empathy, and Moral Education
- Kantian Moral Maturity and the Cultivation of Character
- The Persistence of Moral Skepticism and the Limits of Moral Education
- Values Education
- Curriculum and the Value of Knowledge
- Education, Democracy, and Capitalism
- Art and Education
- Science Education, Religious Toleration, and Liberal Neutrality toward the Good
- Constructivisms, Scientific Methods, and Reflective Judgment in Science Education
- Empirical Educational Research: Charting Philosophical Disagreements in an Undisciplined Field
- Educating for Individual Freedom and Democratic Citizenship: In Unity and Diversity There Is Strength
- Mapping Multicultural Education
- Educational Authority and the Interests of Children
- Pragmatist Philosophy of Education
- Feminist Philosophy and Education
- Postmodernism and Education
Abstract and Keywords
This article address questions concerning science education, focusing on the ways in which religious toleration and liberal neutrality might constrain science education. It provides a conception of religious neutrality that does not undermine the kind of moral education that every society needs and aims to propose a framework for scientific education that may reduce the tensions now causing difficulties both for education in science and for civic harmony. It calls for a sensitivity by science teachers to what constitutes science, to the existence of nonscientific disciplines that are genuine fields of inquiry, and to the need to confine discussion to scientific issues in an atmosphere in which it is understood that doing so is neutral with respect to religion rather than hostile to it.
Robert Audi is Professor of Philosophy and David E. Gallo Chair in Ethics at the University of Notre Dame. He works in ethics and in related philosophical fields, especially epistemology. His books include Action, Intention, and Reason (1993), The Structure of Justification (1993), Moral Knowledge and Ethical Character (1997), Religious Commitment and Secular Reason (2000), The Architecture of Reason (2001), The Good in the Right: A Theory of Intuition and Intrinsic Value (2004), and Moral Value and Human Diversity (2007).
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