The Moral Potentialities of Science Education in the Atomic Age: Re-Reading Dewey’s Human Nature and Conduct
Dr Shigeki Izawa, Graduate School of Education and Human Development, Nagoya University, Japan. Visiting Scholar, University of Edinburgh

The significance of Dewey’s Human Nature and Conduct (HNC) has not faded, even after 100 years. In his HNC, Dewey advocated the cooperation of “a moral theory based upon realities of human nature” with “a study of the specific connections of these realities with those of physical science” (MW14: 10). However, in our day, morality, science, industry, and politics are becoming increasingly complex. To what extent would we agree with Dewey’s anti-dualism views regarding morality and science? His philosophy has often been criticized. This is because the scientific progress of our time seems to bring about increasingly serious realities and consequences that human society cannot easily control. One such case is that of atomic or nuclear energy. This has been proposed as an issue of environmental ethics in modern science and technology. Dewey saw that physical science has its own moral potential, but still remains a potential. In what sense does physical science have moral potential? How can moral potential be transformed into reality? Science and technology are the practices and products of historical and cultural knowledge, as well as social and political constructs woven into the interactions of humans, nature, and society. As Dewey suggested in his HNC, “Science is an affair of civilization not of individual intellect” (MW14: 216). Science education involves moral, ethical, social, economic, industrial, and political issues that go beyond the mere possession of scientific knowledge and the acquisition of skills. In this presentation, I consider the moral potentialities of science education in the Atomic Age by re-reading Dewey’s HNC.

Dr Shigeki Izawa is Associate Professor of Philosophy of Education at Nagoya University, Japan, and currently Visiting Scholar at University of Edinburgh. He is interested in pragmatism and social justice in education. His current work focuses on social inquiry, environmental ethics, and political education. He is co-author of Philosophy of Education in Dialogue between East and West: Japanese Insights and Perspectives (Routledge, 2023) and has published his articles in education journals, including Educational Philosophy and Theory and Educational Studies in Japan: International Yearbook.

Organised by: Dr Andrea English (andrea.english@ed.ac.uk)

This event is sponsored by The Philosophy of Education Society of Great Britain’s Edinburgh Branch and The Philosophy of Education Research Group (PERG) at Moray House School of Education and Sport, University of Edinburgh.