Abstract
This chapter first examines historical foundations that gave rise to a reductive and quantitative approach to science, linked to a mechanical model of nature (Robbins, 2005). This, it is suggested, has the tendency to separate humanity from nature whereby the scientist becomes an onlooker onto something of which they are not a part and, it has been argued, has been contributary in the problems of the Anthropocene, posing a threat to humanity and all living things on the planet (Rockström et al., 2009). However, the current reductive, quantitative model of science is not the only possibility, and there is a growing interest in more holistic approaches that draw on our understanding of complex systems and result in integrated sustainability science (Kates et al., 2001). Nevertheless, it can be argued that there is a need to complement this quantitative, reductive science education with a more qualitative, phenomenologically-based science process (Østergaard et al., 2008). One such approach was developed by Johanne Wolfgang von Goethe (Richards, 2002), which, it is said, can result in the metamorphosis of the scientist (Amrine, 1998) and foster a deeper sense of responsibility and care for the natural world (Seamon, 2005). This chapter explores the possibilities for post-normal, sustainability and Goethean science.
Original language | English |
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Title of host publication | Science Curriculum for the Anthropocene |
Subtitle of host publication | Curriculum Models for our Collective Future |
Editors | Xavier Fazio |
Publisher | Springer International Publishing AG |
Chapter | 9 |
Pages | 173–191 |
Number of pages | 19 |
Volume | 2 |
Edition | 1 |
ISBN (Electronic) | 978-3-031-37391-6 |
ISBN (Print) | 9783031373909 |
DOIs | |
Publication status | Published - 27 Dec 2023 |
Keywords
- Complexity
- Post-normal
- Sustainability science
- Goethe
- Phenomenological