EFFECTS OF TRADITIONAL COSMOLOGY ON SCIENCE EDUCATION

当我们思考近期科学教育的理论基础时，一个重要的问题是，由科学界构建的科学宇宙学与外行人在生活世界中持有的传统宇宙学之间的关系应该如何。该项目的目的是比较两种宇宙观的冲突是如何出现的，以及如何在日本、非洲、中东和第一民族的科学教育计划中处理这一冲突，这些人将西方现代科学作为一种外来文化接受，并对这种情况达成相互理解。通过这一过程，该项目的最终目标是建立一种新的科学教育理念，以适应即将到来的多元文化共存的社会。该项目旨在澄清某些人的传统宇宙观如何影响有关社会中被称为“科学教育”的事业。为此，我们首先研究了几个基本问题，科学的定义，本土科学与西方科学的关系，自然哲学与科学，世界观，传统宇宙论与合理性，结构语言学，否定性等。然后，讨论与教与学科学有关的问题，即附带学习，跨界，共同参与，象征性暴力，文化契合与互动，法蒂玛规则等。这一过程首先是成员之间通过TRACOS-L的ListServe进行约3个月的头脑风暴，然后是1996年9月23-27日在Mito举行的一周会议，随后是综合过程，同样是通过列表服务进行的讨论。其中一项综合成果是由Jegeed、Aikenhead和Cobern汇编而成的MITO研究议程文件，标题为《科学教育中的文化研究》。

When we consider rationale of science education in the near-future, an important issue is that how the relation of scientific cosmology, which is constructed by the scientific community, and traditional cosmology, which is held by lay people in their lifeworld, should be. The purpose of the project is to compare how the conflict of the two cosmologies appears and how it be dealt with in the science education programs for Japanese, African, Middle Eastern, and First Nation's people, who received western modern science as a foreign culture, and come to mutual understanding of the situation. Through the process, the ultimate goal of the project is to establish a new rationale of science education, which is fit to the coming multiculturally co-existent society. The project aimed at clarifying how traditional cosmology of a certain people affects the enterprise called "Science Education" in the society concerned. For that purpose, we examined, at first, several fundamental issues, definitions of science, relationship between indigenous science and western science, natural philosophy and science, worldview, traditional cosmology and rationality, structural linguistics, negativity, etc. Then, the discussion proceeded to the issues relevant to teaching and learning science, that is, collateral learning, border-crossing, co-participation, symbolic violence, cultural fit and interaction, Fatima's rule, etc. The process was performed firstly by brainstorming among the members for about 3 months through the Listserve , TRACOS-L,then by one week meeting at Mito in September 23-27,1996, which is followed the synthesis process, again by the discussion through the Listserve. One of the results of synthesis was compiled by Jegede, Aikenhead, and Cobern as the Mito Document on Research Agenda under the title, "Cultural Studies in Science Education. "