Toward a Social Ontology for Science Education: Introducing Deleuze and Guattari’s assemblages
Toward a Social Ontology for Science Education: Introducing Deleuze and Guattari’s assemblages
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走向科学教育的社会本体论：介绍德勒兹和加塔里的组合
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
S. Kayumova
中科院分区：
文献类型：
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作者：
Jesse Bazzul;S. Kayumova
摘要本文的主要目的是为批判性的、以社会正义为导向的科学教育提供一个理论的、本体论的基础。使用德勒兹和瓜塔里的集合，根茎和乔木结构的概念，本文挑战专制制度的做法，以及这些做法的主题，并提供了一种方法，以批判社会正义为导向的科学教育工作者和学生与社会政治背景连接。通过使用DG的集合理论来描述机构和社区关系，我们设想了新的本体空间，它连接了社会实体和物质实体。通过DG的根茎和组合哲学的科学教育的概念化允许教育工作者合并关键的，后基础的观点与本体论的问题：不只是什么存在，但什么可以存在于人类社会组织（政府和社区团体），无机物，微生物和植物/动物种群。
Abstract This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations (governments and community groups), inorganic matter, microorganisms, and plant/animal populations.