The Romantics of the late eighteenth century saw the highest good as self-realisation through individual metamorphosis. Much of this noble ideal has been extinguished in contemporary schooling, in favour of pupils and teachers alike having to comply with the instrumentalist diktats that emanate periodically from our political masters. Resurrecting the earlier value encourages us to reflect upon what we see as the purposes of science education – for both the individual and society, to consider how present practices fall short of achieving these ideals and to challenge a bleak picture of science teachers as loyal instruments of government who unquestioningly deliver a state-mandated science curriculum to passive recipients.
|Journal||The School Science Review|
|Publication status||Published - 2006|