1. Truth and science education ABSTRACT: Sceptics, relativists and other deniers of truth do science a great injustice. Timid science teachers – who fear the consequences if they lay claim to truth – do the discipline of science a great wrong. The root of the difficulty is a lack of understanding about the nature of science. Constructivist theories of science, which are hegemonic in Western education, inevitably undervalue science. Science disappears as another culture. To penetrate the nature of science you must grapple with truth. This paper uses Newton’s engagement with optics as an example to show what modern science is in and of itself. It distinguishes modern science from other forms of enquiry and suggests how the science curriculum might be reformed to restore modern science to its rightful place in Western education.

2. A brief account of the philosophy of science Truth The philosophy of science Heidegger’s theory Discovery as truth Truth in modern science Heidegger’s characteristics Newton Implications Philosophy of science Science education New Zealand teaching resource Today

3. Three schools of thought: Positivist Constructivist Phenomenological Philosophy of science

4. Heidegger’s concept of truth Correspondence Disclosure

10. Truth The philosophy of science Heidegger’s theory Discovery as truth Truth in modern science Heidegger’s characteristics Newton Implications Philosophy of science Science education New Zealand teaching resource Today

11. Three characteristics of modern science 1 Framework / ground plan Pre-logic Perception Measurable objects The Real 2 Force nature to reveal more of itself Follow procedures Equipment Event of truth Individual Perception 3 Consequences of disclosures Literature Institutions Workforce

12. Newton’s optics 1664 22 years-old Trinity College Questiones quædam Philosophiæ Certain philosophical questions Amicus Plato amicus Aristoteles magis amica veritas Plato and Aristotle are my friends, but truth is a better friend

15. Newton’s optics Truth as correspondence 1692 1704 1667 Fellow at Trinity College 1666 1672 Royal Society

17. Newton’s optics Truth as disclosure

18. Truth The philosophy of science Heidegger’s theory Discovery as truth Truth in modern science Heidegger’s characteristics Newton Implications Philosophy of science Science education New Zealand teaching resource Today

19. Positivists & constructivists Relativism Technology Perpetuation of science Biology DNA / Cold Spring Harbor Mandelbrot’s fractals Implications - philosophy of science

20. Truth Demonstrations Experiments Simulations Hypothesis Mathematical models Scientific method Curriculum structure Science literacy Nature of science Implications - science education

25. Truth and science education THANK YOU www.igs.net/~pballan/Appendix1.htm www.shaw.org.nz