Article ID: CBB822251742

The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science (2015)

unapi

This paper discusses essential elements of the philosophical works of Ludwik Fleck (1896–1961) and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science in society. His works have several parallels to the later and very popular work, The Structure of Scientific Revolutions, by Thomas S. Kuhn, although Kuhn only indirectly referred to the influence of Fleck on his own theories. Starting from a short review of the life of Ludwik Fleck, his philosophical work and its connections to Kuhn, this paper elaborates upon and illustrates how his theories can be considered for science education in order to provide learners with a better understanding of the nature of scientific endeavor and the bi-directional science-to-society links.

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Authors & Contributors
Abd-El-Khalick, Fouad S.
Bonini Viana, Hélio Elael
Boschiero, Luciano
Brenner, Anastasios A.
Cho Luj, Bozena
Furio-Mas, Carles
Journals
Science and Education
HOST: Journal of History of Science and Technology
Philosophy of Science
Revue d'Histoire des Sciences
Social Epistemology
Studies in History and Philosophy of Science
Publishers
Lang
Polity Press
Stanford University Press
Pavia University Press
Concepts
Philosophy of science
Science education and teaching
Teaching history of science
Sociology of knowledge
History of science, as a discipline
Science and society
People
Fleck, Ludwik
Bachelard, Gaston
Chwistek, Leon
Husserl, Edmund
Kramstyk, Zygmunt
Milhaud, Gaston
Time Periods
20th century, early
19th century
20th century, late
21st century
Places
Poland
Brazil
France
Italy
Japan
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