91. Phronetic Science: Morally Guided and Praxis-oriented Science Education
Rouhollah Aghasaleh, Humboldt State University
Posted: February 28, 2022 Accepted Languages: English/Inglés/Inglês, Spanish/Español/Espanhol
The recent history of the planet has thrown up multiple reminders that Modernist dualist logic has outlived its usefulness in making sense of life in the 21st century (Latour, 2012). This has made it increasingly difficult to ignore the presence of entities around us that resist being categorized under any dualist ontology. COVID-19 and the environmental crisis, among others, have been identified as “dualism-busting assemblage[s] of the Capitalocene” (Sharma 2020, p.7) and present wicked problems for humanity. Phronetic science is practical wisdom that manifests itself in “the kind of prudential judgment by which equivocal circumstances are negotiated and acted upon with a view for the common good” (Chia, 2016, p. xv), in other words, a morally guided and praxis-oriented form of knowledge. While Western Modern Science has maintained a hegemonic position in curriculum, teaching, and research, emergent science education scholars have considered issues of equity, representation, identity, and justice informed by critical, feminist, Indigenous, interpretive, linguistic, cultural, legitimation crisis, ethical, slow science, agential realist, poststructural, postcolonial, decolonial, post-humanist, anti-oppressive, standpoint epistemology, new ontologies, new materialism, race and ethnic turns and theories in science studies as alternative ways to conceptualize research in science teaching and learning.
This session encourages productive conversations among science educators and (post) critical thinkers to improve our understanding about how to conceptualize and analyze science and science teaching and learning beyond conventional Western and modernist tradition.
