The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual Independence
Article first published online: 16 DEC 2002
2001 Blackwell Publishers Ltd.
Journal of Philosophy of Education
Volume 35, Issue 2, pages 187–201, May 2001
How to Cite
Gaon, S. and Norris, S. P. (2001), The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual Independence. Journal of Philosophy of Education, 35: 187–201. doi: 10.1111/1467-9752.00220
- Issue published online: 7 MAR 2003
- Article first published online: 16 DEC 2002
- Cited By
Motivated by the work of Hardwig (1985, 1991) on epistemic dependence and trust in expertise, we enquire into the nature and extent of the critical assessment that non-scientists can make—and that they should be taught to make—with regard to science. Our thesis is that critical assessment of science is possible for non-experts because at the basis of science is a set of norms, beliefs and values that are contestable by non-scientists. These norms, beliefs and values are of critical importance to science education and valuable to explore from a pedagogical perspective.