Open AccessCiencia y género: autoridad y medida en la enseñanza
Author(s) -
Erlina Susi
Publication year - 1994
Publication title -
enseñanza de las ciencias/enseñanza de las ciencias
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.495
H-Index - 15
eISSN - 2174-6486
pISSN - 0212-4521
DOI - 10.5565/rev/ensciencias.4441
Subject(s) - objectivity (philosophy) , relation (database) , criticism , mediation , politics , sociology , epistemology , discipline , silence , psychology , humanities , political science , law , aesthetics , social science , philosophy , computer science , database
The report begins with the division which exists between teaching and research, which is considered to be a result of science's incapacity for speaking about itself and transmitting the sense of knowledge which it develops. Attention is drawn to the negligible relationship between those who carry out research and those who teach and the lack of authority which this causes. It is the root of the problem which many teachers encounter in establishing proper limits for themselves and for their own teaching of disciplinary knowledge. As a result of this lack of mediation, there is on the one hand an oscillation between blind subjection and impotent criticism which characterizes the relation of those who are not scientifically qualified, and the other hand the dual excess of arrogance and silence on the part of those who are qualified and who thus severely limit communication between science and society. In this situation, one sees a condition shared by many women with regaid to work, politics and science. It is in the political practice of female relationships and in the theoretical elaboration of how authority is formed and evolves that the place where appropriate questions have found order and meaning is revealed.From information regarding the need for mediation efforts to encourage communication between teaching and research, the report goes on to evaluate those which already exist, discussing the conditions under which a science of education might unite the nurturing of such a relation with the objectivity which is necessary.