dc.contributor.advisor |
Small, Robin, 1944- |
en |
dc.contributor.advisor |
Roberts, Peter, 1963- |
en |
dc.contributor.advisor |
Thwaites, Trevor. |
en |
dc.contributor.author |
Shaw, Robert Keith, 1948- |
en |
dc.date.accessioned |
2010-11-04T04:23:06Z |
en |
dc.date.available |
2010-11-04T04:23:06Z |
en |
dc.date.issued |
2010 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/6051 |
en |
dc.description.abstract |
This thesis develops a hermeneutic philosophy of science to provide
insights into physics education. Modernity cloaks the authentic
character of modern physics whenever discoveries entertain us or we
judge theory by its use. Those who justify physics education through
an appeal to its utility, or who reject truth as an aspect of physics,
relativists and constructivists, misunderstand the nature of physics.
Demonstrations, not experiments, reveal the essence of physics as two
characteristic engagements with truth. First, truth in its guise as
correspondence enables a human being to prepare for the distinctive event
of physics. Second, the event of physics occurs in human perception when
someone forces a hidden reality to disclose an aspect of itself. Thus, the
ground of physics is our human involvement with reality achieved by way
of truth. To support this account of physics, the thesis reports
phenomenological investigations into Isaac Newton‘s involvement with
optics and a secondary school physics laboratory. These involve
interpretations of Heidegger‘s theory of beings, schema and signification.
The project draws upon, and contributes to, the hermeneutic
phenomenology of modern physics, a tradition in continental philosophy
that begins with Immanuel Kant, and advances particularly from Martin
Heidegger to Patrick Heelan.
The thesis advocates an ontological pedagogy for modern physics
which has as its purpose each individual student‘s engagement with reality
and truth. Students may achieve this through demonstrations of phenomena
that will enable them to dwell with physics, an experience that contrasts
with their embroilment in modernity, and which perpetuates nature‘s own
science. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA2063128 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
en |
dc.title |
Truth and Physics Education: a Heideggerian Analysis |
en |
dc.type |
Thesis |
en |
thesis.degree.discipline |
Education |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.date.updated |
2010-11-04T04:11:20Z |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.org-id |
Faculty of Education |
en |
dc.identifier.wikidata |
Q112884498 |
|