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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/176933
Ver los metadatos del registro completo
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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 Técnicas2025-09-29T10:43:07Zoai: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:34982025-09-29 10:43:07.979CONICET 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 |
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info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
eu_rights_str_mv |
openAccess |
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https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
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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 |
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reponame:CONICET Digital (CONICET) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
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Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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