Post-Truth and Science Identity: A Virtue-Based Approach to Science Education

Autor/inn/en	Lapsley, Daniel; Chaloner, Dominic
Titel	Post-Truth and Science Identity: A Virtue-Based Approach to Science Education
Quelle	In: Educational Psychologist, 55 (2020) 3, S.132-143 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lapsley, Daniel) ORCID (Chaloner, Dominic)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2020.1778480
Schlagwörter	Science Education; Metacognition; Identification (Psychology); Moral Values; Moral Development; Self Determination; Values Education; Individual Characteristics; Ethics; Intellectual Development; Motivation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Moral value; Ethischer Wert; Moralische Entwicklung; Selbstbestimmung; Werterziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ethik; Mental development; Geistige Entwicklung; psychologische; Motivation (psychologisch)
Abstract	Post-truth trades on the corruption of argument and evidence to protect ideological commitment and social identity. We distinguish two kinds of post-truth environments, epistemic bubbles and echo chambers, and argue that facets of post-truth are countered the more science (and general) education encourages the development of intellectual virtues and internalization of science identity. After first locating our perspective on intellectual virtues within virtue epistemology and Aristotelian virtue theory, we argue that intellectual character is strongly metacognitive and requires a concept of science identity to provide a motivational force to the work of virtues. Our educational response to post-truth focuses on Aristotelian-inspired pedagogy for teaching virtues, metacognitive virtue strategies, and the development of science identity. The internalization of science identity is further developed in terms of moral education and Self-Determination Theory. We suggest further lines of theory and research and conclude that science education is in the business of character education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01