How Relevant Is R.S. Peters’ Conception of Education to Science Education?

Abstract

This paper discusses R.S. Peters’ concept of education, particularly his notion of cognitive perspective and its relevance to school science education. In light of the problems inherent in any attempt to define the notion of scientific literacy, it is argued that the development of cognitive perspective can be considered an important, if not the ultimate, goal of school science education. Such a goal not only provides an alternative way to view the development of scientific literacy, but it also points to a conception of scientific literacy that is neither too narrow nor too broad. In view of recent reform efforts that promote a utilitarian and instrumentalist conception of school science education, Peters’ notion of cognitive perspective can provide food for thought for all those interested in a science education that educates students in science by helping them understand the personal and the wider significance of scientific knowledge. Such a conception of school science education is in line with the view that education and learning should make students change their outlook on the world. In addition, such a conception can enrich the ongoing dialogue on scientific literacy as the primary goal of school science education.