Time for Science Education

How Teaching the History and Philosophy of Pendulum Motion can Contribute to Science Literacy

  • Michael R. Matthews

Part of the Innovations in Science Education and Technology book series (ISET, volume 8)

Table of contents

  1. Front Matter
    Pages i-xxviii
  2. Michael R. Matthews
    Pages 19-45
  3. Michael R. Matthews
    Pages 47-76
  4. Michael R. Matthews
    Pages 77-94
  5. Michael R. Matthews
    Pages 95-120
  6. Michael R. Matthews
    Pages 121-155
  7. Michael R. Matthews
    Pages 181-213
  8. Michael R. Matthews
    Pages 215-235
  9. Michael R. Matthews
    Pages 237-274
  10. Michael R. Matthews
    Pages 275-292
  11. Michael R. Matthews
    Pages 293-320
  12. Michael R. Matthews
    Pages 321-351
  13. Back Matter
    Pages 353-439

About this book


The book's argument depends, as do most proposals in education, upon cer­ tain positions in the philosophy of education. I believe that education should be primarily concerned with developing understanding, with initiation into worth­ while traditions of intellectual achievement, and with developing capacities for clear, analytic and critical thought. These have been the long-accepted goals of liberal education. In a liberal education, students should come to know and appre­ ciate a variety of disciplines, know them at an appropriate depth, see the interconnectedness of the disciplines, or the modes of thought, and finally have some critical disposition toward what is being learned, to be genuinely open­ minded about intellectual things. These liberal goals are contrasted with goals such as professional training, job preparation, promotion of self-esteem, social engineering, entertainment, or countless other putative purposes of schooling that are enunciated by politicians, administrators, and educators. The book's argument might be consistent with other views of education­ especially ones about the training of specialists (sometimes called a professional view of education)-but the argument fits best with a liberal view of education. The liberal hope has always been that if education is done well, then other per­ sonal and social goods will follow. The development of informed, critical, and moral capacities is the cornerstone for personal and social achievements.


education philosophy of science science science education

Authors and affiliations

  • Michael R. Matthews
    • 1
  1. 1.University of New South WalesSydneyAustralia

Bibliographic information

  • DOI
  • Copyright Information Kluwer Academic/Plenum Publishers, New York 2000
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-306-45880-4
  • Online ISBN 978-94-011-3994-6
  • Series Print ISSN 1873-1058
  • Buy this book on publisher's site