| Description |
1 online resource (xi, 198 pages) |
| Series |
Critical studies of education ; 8 |
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Critical studies of education ; 8.
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| Contents |
Intro; Dedication; Acknowledgments; Contents; Chapter 1: Science, Democracy, and Curriculum Studies: Why (Not) Science Matters?; 1.1 Vignette One: The General Economy of Anything Creative; 1.2 Vignette Two: The Arts; 1.3 Vignette Three: Philosophy; 1.4 Vignette Four: Anthropology; 1.5 Vignette Five: Curriculum Studies?; References; Chapter 2: From Kuhn to the Economics of Science: Curriculum Studies and Science Studies; 2.1 A Kuhnian Revolution Without Kuhn; 2.2 An Anthropologist Studies Modernity and the Objects It Creates; 2.3 In Search of Epistemic Things; 2.4 Institutionalizing Science |
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2.5 Comparative Literature Comes to Science Studies; 2.6 The Return of the Macro-Level; 2.7 Of Perspectivalism, Modest Witnesses, and Strong Objectivity; 2.8 What Is an Economics of Science?; References; Part I: Interlude One: The Fault of Noreen Garman; References; Chapter 3: Homo Economicus, Rhetoric, and Curriculum Studies; 3.1 The Art of Rhetoric; 3.2 Rhetoric as a Mode of Inquiry; 3.3 The Rhetoric of Science; 3.4 The Rhetoric of Economics; 3.5 Mirowskian Rhetoric; References; Chapter 4: Observing Economics: The Rhetoric of Data, Models, and Statistics; 4.1 Observing and Seeing |
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4.2 The Rhetoric of Data; 4.3 Data as Archive; 4.4 Modeling Rhetoric; 4.5 Statistical Rhetoric; References; Part II: Interlude Two: (Still) Mourning Joe; Chapter 5: The Economics of Science, Neoliberal Thought, and the Loss of Democracy; 5.1 The Neoliberal Thought Collective; 5.1.1 Decoupling Science from Democracy; 5.2 The Angst of Autonomy; 5.3 Becoming an Expert; References; Part III: Interlude Three: Ghosts in the Resistance and Bones in the Soil; References; Chapter 6: (Post)Colonial Science; 6.1 Saundra Harding and Strong Objectivity: Science from Below |
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6.2 Paul Gilroy, Science, Race, and Nationalism; 6.3 Sylvia Wynter, the Poetics of Science, and the Rise of Man3; References; Chapter 7: Working Our Way Back: Colonial Science in Light of Postcolonial Thought; 7.1 Locality and Colonial Botany; 7.2 Bioprospecting, Agnotology, and Raciology; 7.3 The Mythoi of and the Studying Up on Rice; 7.4 On Atlantocentrism and Postcolonial Thought; References; Part IV: Interlude Four: Getting Lost and Finding Mary; References; Chapter 8: Of Hierarchies, Cultures of No Culture, Ontology, Protocols, and Anecdotes: (Re-writing) Women and Science |
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8.1 Traweek's Anthropology; 8.2 Karen Barad and a New Ontology of Science; 8.3 Despret's Anecdotes and Other Non-human Animals; 8.4 Women Who Make a Fuss!; References; Part V: Interlude Five. Dear David: An Open Letter to a Science Educator; Chapter 9: Nietzsche's Science; 9.1 Aphorisms on a Nietzschean Science; References |
| Summary |
In this book John A. Weaver suggests curriculum studies scholars need to engage more in science matters. It offers a review of science studies writing from Ludwick Fleck and Thomas Kuhn to Philip Mirowski. The volume includes chapters on the rhetoric of science with a focus on the history of rhetoric and economics then on the rhetoric of models, statistics, and data, a critique of neoliberalism and its impact on science policy and the foundations of democracy, Harry Collin's and Robert Evans' theory of expertise followed by chapters on feminism with a focus on the work of Sharon Traweek, Karen Barad, and Vinciane Despret, postcolonial thought, with attention paid to the work of Daniela Bleichmar, Londa Schiebinger, Judith Carney, Sylvia Wynter, Paul Gilroy, and Sandra Harding, and a final chapter on Nietzsche's philosophy of science. Each section is introduced by an interlude drawing on autobiographical connections between curriculum studies and science studies. Science, Democracy, and Curriculum Studies is imaginative and virtuosic, narrated by John Weaver's pedagogical voice that does not hide behind pretenses. The argument for curriculum scholars and educationalists to attend to the questions of science is pitched as a loving plea. Taking a humanities-based approach, with influences ranging from Augustine to Karen Barad, science is neither dismissed as "fake" nor given a supernatural claim to autarky. Weaver's rich and varied content is arranged and composed with keen attention to form, surrounded by interludes and even aphorisms. It is a refreshing book where facile divisions are destroyed and reimagined. Sam Rocha, University of British Columbia Assistant Professor, Philosophy of Education |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed September 6, 2018) |
| Subject |
Education -- Philosophy.
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Education -- Social aspects
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Curriculum planning & development.
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Education.
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Teaching of a specific subject.
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Education -- Philosophy
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Education -- Social aspects
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| Form |
Electronic book
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| ISBN |
9783319938400 |
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3319938401 |
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