基于费耶阿本德的科学本质及科学发展思想的科学教育原则

The Principles of Teaching Science Based on the Ideas of Feyerabend Regarding the Nature and the Development Manner of Science

本文编译介绍了教育科学中的几项原则,这些原则是在对费耶阿本德有关科学本质及其发展方式的观点的研究基础上形成的。费耶阿本德反对实证主义观点,这些观点认为不平凡的经历创造了科学的和基于事实的理论;并且相信人类的不同成就,包括理性主义观点,是人生的不同表达形式,且是不可通约的。他的结论是,不同知识领域的不同方法和理论都必须进一步评判、接受挑战,也必须得到进一步发展。所以,一方面,在科学的形成过程中没有一个先验的规则;另一方面,科学的产生和发展也不能仅仅用几条方法论的规则来阐述。由此,教育科学也必须遵循一些原则。这些原则包括:(1)在科学发展的历史背景中理解科学理论;(2)在科学探索中存在着超越共同信仰和现有理论,以及美学、形而上学,甚至宗教的学者自由;(3)基于连贯性等标准的现有理论具有不可通约性、非可证伪性和可测性;(4)"后验"实践条件与大胆假设间存在一定的契合程度;(5)应用概念教育替代算法教育和学科式教育。

The aim of the present study is to recommend some principles for teaching science based on investigation of Feyerabend＇s ideas regarding the nature of science and the manner of its development. Feyerabend rejects the positivist idea which states that sensational experiences create scientific and reality-based theories and believes that human different achieve- ments, including rationalism, are different forms of life and are incommensurable. He concludes that variation of methods and theories in the different fields of knowledge are necessary for further criticizing and challenging and also the development of knowledge. Therefore, on the one side, the ＂A priori＂ role of observation is not acceptable in the formation of science and, on the other side, the origination and developments of science could not be explained based on some simple methodological rules. On this basis, some principles are presented for teaching science. The recommended principles include understanding scientific theories in the context of history, freedom of learner in scientific research beyond common beliefs and present theories and based on aesthetics, meta-physical and even religious tendencies, incommensurability and non-falsifiablity along with the testability of the available theories based on criteria such as coherence, the degree of adaption with the ＂posteriori＂ experiential conditions and adventurous approximations, conceptual teaching instead of algorithmic teaching and subject-based teaching.