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Record identifier : 566313
Personal Name - Primary Intelectual Responsibility : Seltzer-Kelly, Deborah L
Title and statement of responsibility : Dewey, Darwinism, and teaching democracy: The importance of evolutionary thought for citizenship education [Thesis]
Publication, Distribution,Etc. : University of Nevada, Reno, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Nevada, Reno
Summary or Abstract : In 1929, John Dewey concluded an address at the University of Edinburgh by asking, "What revisions and surrenders of current beliefs about authoritative ends and values are demanded by the method and conclusions of natural science?" A liberal reading of Dewey reveals that his construction of method, especially as it applied to education, denied the possibility and, indeed, the desirability, of any end or value that might be said to be authoritative. Likewise, although the term "scientific method" is frequently used to convey the notion of authority and rigor in the popular media and in the field of education, developments in the philosophy of science suggest that there is no such unitary method of science. The works of Feyerabend, Kuhn and Campbell, in particular, point to the role of creativity, reasoning based upon previous like examples, and evolutionary patterns (constructed as a process of blind variation followed by selective retention of alternatives) in scientific advancement..
Information of biblio record : TL
 
 
 
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