The "freezing" of science: consequences of the dogmatic teaching of ecology

Autores
González del Solar. Rafael; Marone, Luis
Año de publicación
2001
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
In his classic work “The Essential Tension: Tradition and Innovation in Scientific Research,” the historian and philosopher of science Thomas S. Kuhn (1991) asserts that natural sciences are taught almost exclusively from textbooks written especially for students at both graduate and postgraduate levels, and, as often as not, these textbooks do not describe the sorts of problems the future professional will very likely have to deal with, nor the variety of techniques available to treat them. Instead, he says, textbooks usually offer a concrete solution—the “paradigmatic” one—as a model for how to solve similar problems. Continuing, he points out that students are not encouraged to read the classical works of their field, and the learning process is a sort of dogmatic initiation in a tradition that students are not prepared to evaluate for themselves. In sum, textbooks and teachers frequently offer versions of science that—as philosophers David Hume and Karl R. Popper have shown—are unssustainable from the logical point of view (Popper 1977).
Fil: González del Solar. Rafael. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Provincia de Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Universidad Nacional de Cuyo. Instituto Argentino de Investigaciones de las Zonas Áridas; Argentina
Fil: Marone, Luis. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Provincia de Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Universidad Nacional de Cuyo. Instituto Argentino de Investigaciones de las Zonas Áridas; Argentina
Materia
TEACHING
ECOLOGY
SCIENCE
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/176933
Acceder
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spelling The "freezing" of science: consequences of the dogmatic teaching of ecologyGonzález del Solar. RafaelMarone, LuisTEACHINGECOLOGYSCIENCEhttps://purl.org/becyt/ford/1.6https://purl.org/becyt/ford/1In his classic work “The Essential Tension: Tradition and Innovation in Scientific Research,” the historian and philosopher of science Thomas S. Kuhn (1991) asserts that natural sciences are taught almost exclusively from textbooks written especially for students at both graduate and postgraduate levels, and, as often as not, these textbooks do not describe the sorts of problems the future professional will very likely have to deal with, nor the variety of techniques available to treat them. Instead, he says, textbooks usually offer a concrete solution—the “paradigmatic” one—as a model for how to solve similar problems. Continuing, he points out that students are not encouraged to read the classical works of their field, and the learning process is a sort of dogmatic initiation in a tradition that students are not prepared to evaluate for themselves. In sum, textbooks and teachers frequently offer versions of science that—as philosophers David Hume and Karl R. Popper have shown—are unssustainable from the logical point of view (Popper 1977).Fil: González del Solar. Rafael. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Provincia de Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Universidad Nacional de Cuyo. Instituto Argentino de Investigaciones de las Zonas Áridas; ArgentinaFil: Marone, Luis. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Provincia de Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Universidad Nacional de Cuyo. Instituto Argentino de Investigaciones de las Zonas Áridas; ArgentinaAmerican Institute of Biological Sciences2001-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/176933González del Solar. Rafael; Marone, Luis; The "freezing" of science: consequences of the dogmatic teaching of ecology; American Institute of Biological Sciences; BioScience; 51; 8; 12-2001; 683–6860006-3568CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://academic.oup.com/bioscience/article/51/8/683/220667info:eu-repo/semantics/altIdentifier/doi/10.1641/0006-3568(2001)051[0683:TFOSCO]2.0.CO;2info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-22T12:15:52Zoai:ri.conicet.gov.ar:11336/176933instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-22 12:15:52.612CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The "freezing" of science: consequences of the dogmatic teaching of ecology
title The "freezing" of science: consequences of the dogmatic teaching of ecology
spellingShingle The "freezing" of science: consequences of the dogmatic teaching of ecology
González del Solar. Rafael
TEACHING
ECOLOGY
SCIENCE
title_short The "freezing" of science: consequences of the dogmatic teaching of ecology
title_full The "freezing" of science: consequences of the dogmatic teaching of ecology
title_fullStr The "freezing" of science: consequences of the dogmatic teaching of ecology
title_full_unstemmed The "freezing" of science: consequences of the dogmatic teaching of ecology
title_sort The "freezing" of science: consequences of the dogmatic teaching of ecology
dc.creator.none.fl_str_mv González del Solar. Rafael
Marone, Luis
author González del Solar. Rafael
author_facet González del Solar. Rafael
Marone, Luis
author_role author
author2 Marone, Luis
author2_role author
dc.subject.none.fl_str_mv TEACHING
ECOLOGY
SCIENCE
topic TEACHING
ECOLOGY
SCIENCE
purl_subject.fl_str_mv https://purl.org/becyt/ford/1.6
https://purl.org/becyt/ford/1
dc.description.none.fl_txt_mv In his classic work “The Essential Tension: Tradition and Innovation in Scientific Research,” the historian and philosopher of science Thomas S. Kuhn (1991) asserts that natural sciences are taught almost exclusively from textbooks written especially for students at both graduate and postgraduate levels, and, as often as not, these textbooks do not describe the sorts of problems the future professional will very likely have to deal with, nor the variety of techniques available to treat them. Instead, he says, textbooks usually offer a concrete solution—the “paradigmatic” one—as a model for how to solve similar problems. Continuing, he points out that students are not encouraged to read the classical works of their field, and the learning process is a sort of dogmatic initiation in a tradition that students are not prepared to evaluate for themselves. In sum, textbooks and teachers frequently offer versions of science that—as philosophers David Hume and Karl R. Popper have shown—are unssustainable from the logical point of view (Popper 1977).
Fil: González del Solar. Rafael. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Provincia de Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Universidad Nacional de Cuyo. Instituto Argentino de Investigaciones de las Zonas Áridas; Argentina
Fil: Marone, Luis. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Provincia de Mendoza. Instituto Argentino de Investigaciones de las Zonas Áridas. Universidad Nacional de Cuyo. Instituto Argentino de Investigaciones de las Zonas Áridas; Argentina
description In his classic work “The Essential Tension: Tradition and Innovation in Scientific Research,” the historian and philosopher of science Thomas S. Kuhn (1991) asserts that natural sciences are taught almost exclusively from textbooks written especially for students at both graduate and postgraduate levels, and, as often as not, these textbooks do not describe the sorts of problems the future professional will very likely have to deal with, nor the variety of techniques available to treat them. Instead, he says, textbooks usually offer a concrete solution—the “paradigmatic” one—as a model for how to solve similar problems. Continuing, he points out that students are not encouraged to read the classical works of their field, and the learning process is a sort of dogmatic initiation in a tradition that students are not prepared to evaluate for themselves. In sum, textbooks and teachers frequently offer versions of science that—as philosophers David Hume and Karl R. Popper have shown—are unssustainable from the logical point of view (Popper 1977).
publishDate 2001
dc.date.none.fl_str_mv 2001-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/176933
González del Solar. Rafael; Marone, Luis; The "freezing" of science: consequences of the dogmatic teaching of ecology; American Institute of Biological Sciences; BioScience; 51; 8; 12-2001; 683–686
0006-3568
CONICET Digital
CONICET
url http://hdl.handle.net/11336/176933
identifier_str_mv González del Solar. Rafael; Marone, Luis; The "freezing" of science: consequences of the dogmatic teaching of ecology; American Institute of Biological Sciences; BioScience; 51; 8; 12-2001; 683–686
0006-3568
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://academic.oup.com/bioscience/article/51/8/683/220667
info:eu-repo/semantics/altIdentifier/doi/10.1641/0006-3568(2001)051[0683:TFOSCO]2.0.CO;2
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv American Institute of Biological Sciences
publisher.none.fl_str_mv American Institute of Biological Sciences
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.982451

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