James Scott Johnston

The biggest problem facing schools having social justice curricula, beyond implementation of a programme, I claim, is the problem of justification: what grounds what in social justice and how do we make this manifest to ourselves and to the curricula? If we cannot address this, then social justice curricula are doomed to begging the question. I claim that a ranking of human rights is not only necessary to adjudicate competing claims for social justice and at the same time, thwart interference with already agreed-upon human rights: it is necessary for any curriculum of social justice for schools. That is to say, curricular programs of social justice cannot justify social practices that interfere with human rights, nor can they teach otherwise than this. Due attention to the violation of human rights is necessary, I shall argue, and must be central in the discussion of education for social justice.

This chapter examines John Dewey’s statements on inquiry and science and relates them to current trends in science education. Beginning with a brief biographical sketch of Dewey, the chapter proceeds to outline his statements on science and science education with attention to the role and scope of inquiry, or method. Attention will be paid to the experiential, epistemic, social and political role of inquiry, science and science education. After discussing Dewey’s understanding of inquiry, science and science education, more recent developments in Dewey scholarship in science education will be noted. Themes common to Dewey and science education (including the role of constructivism and inquiry in the science curriculum) will be broached.