Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Scepticism and the science of global warming : a rejoinder

Bryce, Thomas and Day, Stephen P. (2014) Scepticism and the science of global warming : a rejoinder. Cultural Studies of Science Education, 9 (4). pp. 1025-1037. ISSN 1871-1502

[img]
Preview
PDF (Bryce-Day-CSSE-2014-Scepticism-and-the-science-of-global-warming)
Bryce_Day_CSSE_2014_Scepticism_and_the_science_of_global_warming.pdf
Accepted Author Manuscript

Download (246kB) | Preview

Abstract

An adequate epistemology of science will not, as some Old Deferentialists expected [pre-Kuhnian thinkers who held that science progresses by the accumulation of well-confirmed truths], be exclusively logical, but will have a social dimension. Unlike the New Cynicism [of post-Kuhnian critics who write about science with factitious despair], however, it will not see the fact that science is a social enterprise as illegitimating its epistemic pretensions, but as an important factor contributing to its epistemic distinction; not as a reason for favoring the notion of acceptance and neglecting warrant, but as an important factor helping to keep warrant and acceptance appropriately correlated. Puzzling out science, Susan Haack (1995, p. 27). This paper is a rejoinder to the three forum pieces stimulated by our original article in this journal: ‘Scepticism and doubt in science and science education: the complexity of global warming as a socio-scientific issue’ (Bryce and Day 2014).