Open Access Subscription Access
Scientific Temper and Education:Virtues of Science in the Early 20th Century India
Science is not possible in the absence of epistemic values (truth, simplicity), but what are the moral conditions (good, right) that secure these epistemic values in a just prosperous society? The question of value of science is not separate from the question of values in science-education. In the study of science and values, we have to ask two complementary questions: what are the values that science is expected to bring to education, and what are the values that an educated person is expected to bring to the theory and practice of science.
- Chargaff, E., Essays on Nucleic Acids, Elsevier, 1963, pp. 176–177; 183; 185.
- Buitenen, J. A. B., Tales of Ancient India, The University of Chicago Press, Chicago, USA, 1959, p. 217.
- Saha, M. N., In The Scientist in Society, Thema, Kolkata, 2010, pp. 93–96, 107– 144, 148–154.
- Ray, P. C., In The Scientist in Society, Thema, Kolkata, 2010, pp. 25–35.
- Bose, S. N., In The Scientist in Society, Thema, Kolkata, 2010, pp. 159–180.
- Hasan, S., In Science Society and Scientific Attitude, Bangalore University, India, 1977, pp. 1–11.
- Nayudamma, Y., In Science, Society and Scientific Attitude, Bangalore University, 1977, pp. 58–74.
- A statement on scientific temper. Mainstrem, 1981, 6–10.
- Bardapurkar, A., In Proceedings of epiSTEME 7 – International Conference to Review Research on Science, Technology and Mathematics Education (eds Ladage, S. and Narvekar, S.), Cinnamon Teal, Mumbai, 2018, pp. 9–16.
Abstract Views: 6
PDF Views: 0