Individualism, Instrumental Reason and Policy Texts: Some Considerations from the Perspective of Contemporary Political Philosophy

Autor/inn/en	Vilanova, Rita; Martins, Isabel
Titel	Individualism, Instrumental Reason and Policy Texts: Some Considerations from the Perspective of Contemporary Political Philosophy
Quelle	In: Cultural Studies of Science Education, 12 (2017) 4, S.835-841 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-017-9836-y
Schlagwörter	Individualism; Neoliberalism; Social Change; Ethics; Science Education; Political Attitudes; Educational Strategies; Democratic Values; Public Policy + Suchen Sie Ihr Suchwort? Individualismus; Neo-liberalism; Neoliberalismus; Sozialer Wandel; Ethik; Naturwissenschaftliche Bildung; Political attitude; Politische Einstellung; Lehrstrategie; Öffentliche Ordnung
Abstract	This article dialogues with Matthew Weinstein's paper named "NGSS, disposability, and the ambivalence of Science in/under neoliberalism," in which he explores the argument that at the same time the NGSS framework is largely identified with neoliberal discourse, it presents points of ambivalence and resistance within. In this dialogue, we focused on two topics that we believe are important for the discussion of the ambivalences highlighted in the author's argument, namely: the "the social production of indifference" as a consequence of the neoliberal ideology and "the production of a version of science streamlined for the neoliberal technoscientific job market" within the "neoliberal ecosystem." Based on the thesis of the Canadian philosopher Charles Taylor on ethics and on the concept of hybridism, we linked Weinsteins' analysis to issues related to individualism and instrumental reason, pointing out that it is possible that the ambivalences highlighted by Weinstein are, in fact, a component of neoliberal discourse. Nevertheless we agree that this kind of text presents loopholes that allows practices oriented for social change and for the improvement of democracies in progress. We conclude that for those who dedicate themselves to reflect upon educational strategies to cope with the hegemonic model remains the challenge of finding spaces and times in the curriculum in order to explore the gaps in policy texts and, more important, to promote the experience of democratic practices throughout the school communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01