Science and Values in Undergraduate Education

While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that science is not – and cannot be – completely free of values. Which values may legitimately influence science, and in which ways,...

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Bibliographic Details
Published in:Science & education 2020-02, Vol.29 (1), p.123-143
Main Authors: Koster, Edwin, de Regt, Henk W.
Format: Article
Language:English
Subjects:
Bias
Biological Sciences
College Science
Education
History
Learning
Philosophy
Philosophy of Science
Reflection
Science Education
Scientific Attitudes
Scientific Research
Students
Transformative Learning
Undergraduate Students
Values
Values Education
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Summary:While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that science is not – and cannot be – completely free of values. Which values may legitimately influence science, and in which ways, is currently a topic of heated debate in philosophy of science. These discussions have immediate relevance for science teaching: if the value-free ideal of science is misguided, science students should abandon it too and learn to reflect on the relation between science and values – only then can they become responsible academics and citizens. Since science students will plausibly become scientists, scientific practitioners, or academic professionals, and their values will influence their future professional activities, it is essential that they are aware of these values and are able to critically reflect upon their role. In this paper, we investigate ways in which reflection on science and values can be incorporated in undergraduate science education. In particular, we discuss how recent philosophical insights about science and values can be used in courses for students in the life sciences, and we present a specific learning model – the so-called the Dilemma-Oriented Learning Model (DOLM) – that allows students to articulate their own values and to reflect upon them.
ISSN:0926-7220
1573-1901
DOI:10.1007/s11191-019-00093-7