Scientism and Education: Empirical Research as Neo-Liberal IdeologyWe presently live in an era dominated by scientism, an ideology that believes that science (and its rationalist foundation in modern epistemology) has an undeniable primacy over all other ways of seeing and understanding life and the world, including more humanistic, mythical, spiritual, and artistic interpretations. In being critical of scientism as I am, I am not against science per se: modern science and its ways of understanding and knowing the world are valuable, and we should be grateful for them. But it is the hegemony of the habits of mind that manifest pervasively in education that privilege science education, career, and research over other modes and branches of learning and knowing that I have problems with. I have too often witnessed parents overtly or subtly discouraging their children from following artistic or humanistic aspirations and pushing them for training and careers in Science, Math, Business, and Technology. In this society we say in a thousand and one ways that money, security, power, and ultimately fulfillment reside in these disciplines and not in the Arts, Humanities, and Philosophy. We valorize scientists, and even when they speak on subjects outside their domain of expertise, we take their opinions and pronouncements as definitively authoritative. When Science speaks, people listen. This hegemonic attitude towards Science and other subjects that require the exercise of our rational and intellectual faculty is reflected in educational research as well. |
Contents
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HyslopCh02pdf | 8 |
HyslopCh03pdf | 37 |
HyslopCh04pdf | 59 |
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Scientism and Education: Empirical Research as Neo-Liberal Ideology Emery J. Hyslop-Margison,Ayaz Naseem No preview available - 2009 |
Common terms and phrases
academic achievement analysis analytic applied argues assessment assumptions best practice chapter citizenship education claims classroom practice concepts contemporary context course course evaluations critical thinking critique cultural democratic citizenship direct reference theory discourse economic education research educational psychology effective Egan empirical methods empirical research empirical study empirically verifiable epistemological example explanation falsification fundamental generalizability giftedness Hence Herbert Spencer human action human behaviour human experience human science Hyslop-Margison identified ideological implications individual inevitably influence inquiry intellectual Kieran Egan knowledge Kuhn logical logical positivism logical positivist meaningful methodological misguided moral natural science NCLB neo-liberal normative objective observations outcomes paradigm particular pedagogical perspective phenomena philosophical Piaget’s political positivism positivist postpositivism postpositivist principles problematic problems questions research in education schools scientific scientism simply social science social science research society Spencer standardized testing structure student academic teachers teaching and learning Thomas Kuhn tion undermine understanding verificationism