RT Article
T1 Docility is not Passiveness: Teaching Learners to Learn in Science Education
JF Philosophy, theology and the sciences
VO 5
IS 2
SP 216
OP 238
A1 Beeler, Dori
A1 Bezuidenhout, Louise
A2 Bezuidenhout, Louise
LA German
YR 2018
UL https://ixtheo.de/Record/1682016102
AB In this article we identify the need for active docility in teaching learners how to learn. Docility is understood not in the quotidian sense, but rather in a virtue ethics tradition where docility is a quality of character described as being both open to learning but also critical of the knowledge being assimilated. In considering the structures of science education, we present case studies from laboratory ethnography that help to illuminate the ways in which docility is crucial not only to learning how to learn, but also to the everyday requirements of the reproducibility of scientific data. In the analysis of the case studies, we highlight three key points: first, the challenges of exemplarity and maintaining pedagogical authority; second, the difficulty of striking the proper 'mean' of docility within different settings; and third, the need for cultivating docility that does not silo instances of learning.
K1 Docility
K1 Education
K1 Exemplarity
K1 Laboratory ethnography
K1 Science
K1 Virtue Ethics
DO 10.1628/ptsc-2018-0017