Per Kind, at our October workshop, put forward the idea that informative parallels can be drawn between the development of science-knowledge across chronological time, i.e. the history of science, and the development of scientific reasoning within the individual, across developmental time. This opens up an indirect way of how studying Grosseteste and his time canContinue reading “How history of science informs individual development of scientific reasoning and supports a reflective perspective thereon”
Tag Archives: Per Kind
Workshop 2: Medieval Science and the Modern Curriculum: Part 3c ADVANCED SECONDARY
Our third and final group, took what appeared to be a slightly different approach to the other two, but one that ended up with a great deal of continuity with the others. Led by Per, the group involved Andrew Powney from Ampleforth College, Steven Burdon from St Bede’s Lanchester, and Mark Robson from St RobertContinue reading “Workshop 2: Medieval Science and the Modern Curriculum: Part 3c ADVANCED SECONDARY”
The educational strand – ideas from the student perspective
When I first read about the idea of linking the Ordered Universe Project to education, I was fascinated by the parallel drawn between knowledge development across time, within the individual on the one hand and in the history of science on the other. It seems to me to be an intriguing suggestion that there mayContinue reading “The educational strand – ideas from the student perspective”