A desire for authoritative science? How citizens’ informational needs and epistemic beliefs shaped their views of science, news, and policymaking in the COVID-19 pandemic

The coronavirus pandemic created a situation in which virological and epidemiological science became highly politically relevant but was uncertain and fragmented. This raises the question as to how science could inform policymaking and public debate on societal crisis management. Based on an online survey of Germans ( N = 1513) representative for age, gender, education, and place of residence, we investigate citizens’ prescriptive views of the relationships between science, policymaking, and the media. Views differ depending on their informational needs and epistemic beliefs. People with a need for definite information and a view of scientific knowledge as static wanted scientists to dominate policymaking and journalists to deliver definite information about the coronavirus. People with an informational need to construct their own opinions wanted journalists to question policy and scientific advice. Furthermore, they rejected the idea of scientists dominating policymaking. Results are discussed with reference to theories of science and democracy.

Confrontation and Its Problems: Can the History of Science Provide Evidence for the Philosophy of Science?

In this paper I am concerned with the relation between the history of science and the philosophy of science from the perspective of philosophy. In particular, I examine two philosophical objections against the idea that the history of science can provide evidences to the philosophy of science. The first objection is metaphysical and suggests that given Hume’s law, i.e. that norms cannot be derived from facts and given that the history of science is a descriptive enterprise while the philosophy of science is a normative endeavor, the former cannot be informative for the latter. The second is epistemological and is often called the ‘case studies dilemma’. According to this dilemma, we can neither deduce general philosophical theories from particular historical cases nor test the former through the latter. I argue that although those objections fail to be fatal for the idea that the historical data can provide evidence for the philosophical theories of science, they can help us draw a proper image of the relation between the history and the philosophy of science. I conclude that this picture presupposes the constant epistemic iteration between the two disciplines.

Using the I2 Strategy to Help Students Think Like Biologists about Natural Selection

Many students have very robust misconceptions about natural selection, stemming from intuitive theories that form a child's earliest understandings of the natural world. For example, students often imagine that species evolve in response to environmental pressures that cause a need for change and that all individuals in the population simultaneously respond to this need by adapting in order to survive. While children's intuitive theories are essential for comprehending many events in their daily experience, they can make learning the counterintuitive theories of science, like natural selection, challenging. To help students develop an understanding of natural selection, teachers need to guide them through an evaluation of the intuitive theory and its well-established scientific counterpart so that they see the failure of the intuitive theory to adequately explain the evidence. In other words, it is critical for the learner to confront his or her misconceptions to break them down, rather than fail to address them. This can be done by presenting students with graphical illustrations of how natural selection works and providing the tools to interpret them. Here we illustrate how to use such a tool, the Identify and Interpret (I2) strategy.

Grue-Sørensen og psykologien

As a primary school teacher in Copenhagen, and, simultaneously, as a student of philosophy at The Universityof Copenhagen, Grue-Sörensen became so well acquainted with contemporary psychology that he, in theyears 1941-55, worked as a school psychologist in Copenhagen. Furthermore, from 1934 until 1955, he published 22 articles or chapters about psychological issues. The present contribution presents and characterizes the 22 publications categorized in (1) works about developmental psychology (including very early mentioning of Jean Piaget and Heinz Werner in Danish), and (2) works about central psychological issues – motivation, learning, and cognition. In the last Section, Grue-Sörensen’s understanding of the relationships between the fields of education, philosophy and psychology is discussed, especially the question of the importance of psychology to education. Finally, it is concluded that, according to Grue-Sörensen, the value of (educational) philosophy to psychology is not to off er insight into theories of science but, rather, inspiration to use words and concepts in a clear and careful way.

MENINGKATKAN PROFESIONALISME GURU MENGAJAR MELALUI PENERAPAN PENILAIAN KINERJA GURU DI SMP NEGERI 5 SINGINGI KABUPATEN KUANTAN SINGINGI

The teacher is a professional educator so that has the task, function, and important role in educating the life of anation. The requirements to be referred to as professional educators, among others, have skills based onconcepts and theories of science, based on philosophical, psychological, and sociological. A teacher must alsohave adequate competence, while the competence includes professional, pedagogical, social, and personalcompetence. In this School Action Research, attempts were made in an effort to Improve Professionalism TeachTeachers were Raised Through Application of Teacher Performance Appraisal at State Junior High School 5Singingi Kuantan Singingi Regency. This research understands qualitative approach because it is moreappropriate to identify teacher performance appraisal in improving teacher teaching professionalism. Theresults of this research The Efforts of the First High School Principal of the 5 Singingi Affirm the improvementof professionalism of teachers that have been done through: 1) Guidance to teachers in preparing lessonplans.2) Monitoring teachers in implementing learning.3) Monitoring the course of educational activities .d.Checking the state and integrity of State Junior High School facilities as a supporter of student achievement .. 4)Evaluating through briefings and meetings of educational programs in an effort to improve the professionalismof teaching teachers in class.

Pemahaman Konsep Abstrak Ajaran Agama Islam pada Anak Melalui Pendekatan Sinektik dan Isyarat Analogi dalam Alquran

The Understanding of Abstract Concept of Islamic Teachings on Children Through a Synectic Approach and Analogic Cues in the Quran. The weakness of learning outcomes in understanding the concept of abstract has resulted in the spread of negative daily behavior. As an example of cheating behavior, disruptive behavior of other friends, dishonest behavior in the school cafeteria, truancy behavior, unsanitary and religious behavior, behaviors that can harm themselves and their environment. This paper seeks to analyze the message of the Quran that suggests that education applies the analogy method, which in reality has been realized as a synectic approach. The analysis of the discussion in this paper uses the perspective of various related theories of science; psychology, paedagogy, philosophy, and implications for related theories. As a result of the analysis, it can be concluded that the synectic approach as a form of implication step of the Quran cues about the use of analogies, is relevant to be used in learning the abstract aspect of religious teaching for children, especially for teenagers (junior high school).

Happiness Experiences and Transformation in Yoga and Spirituality Practitioners

Indian Psychology (the applied aspects of Indian Philosophy) has withstood the test of time. In one sense, it is more ‘scientific’ than actual science because the theories of science have been proved and then disproved, in light of new inventions and discoveries, but those of Indian psychology as postulated in yoga psychology texts have not been negated and continue to thrive. Another reason for these Truths to be still relevant is the fact that many of them can be validated by the experiential knowledge and individual personalized experiences of the people who adopt them. Ānanda or happiness/bliss is one such concept. In this paper an attempt is made to discuss the personal narrations of the experience of happiness. The results of this study indicated that this ānanda or rather traces of this everlasting ‘imperishable’ happiness, is experienced while on the path and it results in transformation of the individual. This study on ānanda experiences can lend support and throw new light on happiness and positive psychology.