Browsing by Subject "Scientism"
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Item The aim of dialectics In Plato's Euthyphro(2015-12) Fallis, Lewis Bartlett; Pangle, Thomas L.; Stauffer, Devin; Pangle, Lorraine; Tulis, Jeffrey; Muirhead, RussellThis dissertation presents an analysis of Plato’s dialogue on piety, the Euthyphro. The aim of the dissertation is to understand the nature of piety and its connection with morality. Chapter One introduces the topic of the dissertation, discusses two aspects of its political relevance, and justifies the decision to turn to Plato, and specifically Plato’s Euthyphro, for guidance on the question. Two weaknesses of contemporary approaches to the investigation of piety are discussed here, in order to highlight by contrast the strengths of Plato’s approach. Chapters Two and Three present an analysis of Plato’s Euthyphro, with special attention to what the dialogue can reveal about the connection between piety and morality. Chapter Four is a conclusion discussing the limitations of the study, the understanding of piety conveyed by Plato’s Euthyphro, and the aim of Socratic dialectics, understood as a means of testing whether moral opinions might be a condition of pious experiences.Item Science and curriculum : early science and scientism in John Dewey’s educational theory and practice (1882-1916)(2010-05) Lee, Seung Eun, 1969-; Field, Sherry L.; Davis, Jr., O.L.; Cary, Lisa; Harrison, Louis; Richardson, FrankThis dissertation explores the early influence of science on Dewey's educational theory and practice. Science was, unquestionably, a dominant ideal, concept, subject, and/or method during the late nineteenth century when Dewey entered his academic career. Realizing the significance of science in education, Dewey sought an answer to the questions of why we teach, what we teach, and how we teach, based on science. Dewey's effort to find a scientific basis of education was frequently misunderstood as “scientism,” which means unjustified or excessive reliance on positivistic science. Unlike the supporters of positivistic science in education such as Thorndike, however, Dewey sought a non-scientistic approach in pursuing the theory of educational purposes, substance and practices. Exploring the development of Dewey’s view on science in education, this study provides a detailed explanation on the transformation of his ideas in five stages: formative, developmental, preparation, experimental, and post-experimental. To provide an overview of issues involved in the problem of scientism, Chapter II deals with a conceptual geography of scientism and its influence on early twentieth century American education. The development of Dewey’s view on the science of education is provided in chronological order in Chapters III, IV, and V. Chapter III explores Dewey’s separation from the Neo-Hegelian tradition, an encounter with new science, and re-interpretation of scientific ethics. Chapter IV elaborates Dewey’s conception of scientific curriculum, a preparation for experiment in the Laboratory School, and science subject-matter and scientific method in the school. Chapter V provides a detailed exposition on the role of subject-matter and method in Dewey’s scientific curriculum and a brief explanation on his thought about subject-matter and method after he left the Laboratory School. Conclusions and reflections are offered in Chapter VI.