EFFECTS OF TRADITIONAL COSMOLOGY ON SCIENCE EDUCATION

在思考未来科学教育的理论基础时，一个重要的问题是科学共同体建构的科学宇宙观与普通民众生活世界中的传统宇宙观的关系。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，他们接受西方现代科学作为外国文化，并对这种情况达成相互理解。通过这一过程，本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称为“科学教育”的事业。为此，我们首先探讨了科学的定义、本土科学与西方科学的关系、自然哲学与科学、世界观、传统宇宙论与理性、结构语言学、否定性等几个基本问题。然后，讨论了与科学教与学有关的问题，即附带学习、跨越边界、共同参与、象征暴力、文化适应和互动，法蒂玛的规则，等等。这个过程是首先进行头脑风暴的成员之间约3个月，通过列表服务，TRACOS-L，然后由一个星期的会议在水户在1996年9月23日至27日，这是继综合过程，再次通过列表服务的讨论。综合的结果之一是由Jegede，Aikenhead和Cobern编辑的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. "