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3. Topics: Epistemology of Science & Education [Dr. Siemsen, Germany]

Start Date:
22. June 2015, 10:30
Finish date:
22. June 2015, 11:15
MESHS - Room 1



Towards an Encompassing and Consistent World View: Meta-Methodology in Science and Education

Abstract Course

Can there be a general method, a "meta-method" of learning and of developing new thoughts? A "theory of knowledge"/ epistemology/ erkenntnis-theory (after the German Erkenntnistheorie, cognition and knowledge here seen as "one", process and product like a Darwinian species), which encompasses science and education so that one can learn science and "do" science in one process? Are there indeed fundamental inconsistencies in the current approach of science education, which lead to problems in understanding science (and a rejection as a result)? One can show empirically, that a different (empirical-genetic) approach to learning changes fundamentally the possibilities for learning and doing science. The empirical-genetic approach in science has initially been developed by Aristotle and Alexander of Aphrodisias and in its educational implications by Ramus and Comenius. A more consistent version was used by Beneke and especially Mach. From Mach, this led to many "brilliant" scientists winning Nobel Prizes as well as "excellent" education systems, such as in Finland measured by the OECD PISA study.The empirical genetic method tries on the one hand to derive all knowledge empirically (sensually) and on the other hand uses a genetic approach for identifying what is empirical and what metapysical in existing scientific ideas. The concept of genesis used in such a way is an expansion of a historical approach. It is thus close to historiographical methods, such as the historical-critical method (Mach called his Mechanics "historical-critical") or the conceptual history of Koselleck. Meta-Methodology is meant to reduce systemic errors of singular methods and enhance the potential of singular methods, thus enabling areas of research, which otherwise would be too shaky to treat scientifically. But in order to consistently exchange concepts and ideas between different methods, one requires a consistent "world view", a perspective, which serves as a "currency of exchange" for concepts from different scientific areas.

The lecture will provide such a "world view", namely the one, which Einstein saw as the world view, which somehow brought about his seemingly "brilliant" generation of physicists. This approach can now be consistently replicated and applied to any area of learning.


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