Self-critical critical science
the best relative validity, for the time being...
DOI:
https://doi.org/10.32335/2238-0426.2021.11.27.5606Keywords:
education, critical science, studentsAbstract
Reading and studying James C. Scott's book Seeing like a State: how certain schemes to improve the human condition have failed has proven to be a great source of actual learning of the constraints on linear, sequential, mathematicized, and/or algorithmic scientific intervention. Let us remember that the acronym STEM (Science, Technology, Engineering, Mathematics) is used almost as a school-bred imperative for productive and competitive success, being strictly followed in Asian schools, especially Chinese ones, which currently occupy the first position in the Programme for International Student Assessment (PISA) in terms of reading, science, and maths and make the case for the glory of the so-called global instructionalism. Several authors reflect not only pertinent pedagogical arguments, but their own experience: Chinese pedagogy, for example, proves to be oppressive, domesticating, brutal and leads many students to despair ‒ especially when faced with mathematics and ignoring that learning is a natural and evolutionary process. rare authorial and integral depth, implies the physical and mental well-being of students
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