Teaching heroics : identity and ethical imagery in science education
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Robeck, Edward C.
issued: 2009-04-03T21:45:16Z
issued: 1996
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: In what follows, I address ways in which science education can influence personal identity and social relationships. I do this through a consideration of the ideological implications of science as it is constituted i n science education. In this situation, I consider science to be a symbolic system—emanating from socially derived meanings. I begin with the premise that any symbol system is permeated with ideological elements. To highlight the ideological elements of science in science education, I use another more explicitly symbolic system as a comparative framework. That system is epic heroism, primarily as Joseph Campbell (1949) describes it in The Hero With A Thousand Faces. The discussion of science education is given a practical grounding using transcripts from interviews with twenty Grade 10 students and many of their teachers undertaken in the 1993-1994 school year. I used epic heroism as a framework for initiating interpretations of broad themes from the transcripts, but also read the transcripts in relation to aspects of epic heroism, including existing critiques of Campbell's work and heroism more broadly. Specific quotes are included to illustrations of various points. My particular focus here is on ideological elements that can be associated with racism, sexism, and other social relationships that are collectively referred to as relations involving divisive bias. In particular, two themes are discussed extensively. The first is the theme of identity formed through separation, which results in the promotion of reductive and individualistic identities. The second theme has to do with the role of boundary imagery in the formation of relationships, which establishes difference hierarchically. Both of these are pervasive in divisive bias and i n the imagery of epic heroism. Ways in which they can pervade practices i n science education are also discussed. The central argument of the thesis is that science education, when undertaken through practices that inc…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/6799
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note: T E A C H I N G HEROICS: IDENTITY A N D E T H I C A L I M A G E R Y I N S C I E N C E E D U C A T I O N by E D W A R D C. R O B E C K B. Sc. University of Nebraska, Lincoln, 1984 M . A . University of Nebraska, Lincoln, 1991 A THESIS SUBMITTED I N P A R T I A L F U L F I L L M E N T O F T H E R E Q U I R E M E N T S FOR T H E D E G R E E OF D O C T O R OF P H I L O S O P H Y i n T H E F A C U L T Y OF G R A D U A T E STUDIES Department of Curr iculum Studies We accept this thesis as conforming to the required standard T H M ^ J M V T ^ S I T Y O F BRITISH C O L U M B I A November, 1996 © Edward C . Robeck, 1996 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of Cucrie J u *w S-t-ud'iVs The University of British Columbia Vancouver, Canada Date Now^Uir 2% 1<\U Abstract In what follows, I address ways in which science education can influence personal identity and social relationships. I do this through a consideration of the ideological implications of science as it is constituted in science education. In this situation, I consider science to be a symbolic system—emanating from socially derived meanings. I begin with the premise that any symbol system is permeated wi th ideological elements. To highlight the ideological elements of science in science education, I use another more explicitly symbolic system as a comparative framework. That system is epic heroism, primari ly as Joseph Campbell (1949) describes it in The Hero With A Thousand Faces. The discussion of science education is given a practical g…
has type: Thesis/Dissertation
date issued: 1997-05
is shown at: 10.14288/1.0054986
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/6799