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68The Canvas of Science EducationContemporary Education Dialogue 20 (2). 2023.The canvas of science education needs to be viewed in its totality to prevent the confounding of some basic issues and to enable us to evaluate the fads and fashions in educational practice. Policies and processes in education are tacitly shaped by theories in the humanities and social sciences. Inadequate understanding of these theories, or the lack of attention to uncalled-for implications of their practical import, takes education in undesirable directions. To be a good science teacher has ne…Read more
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105Do Students See the “Selection” in Organic Evolution? A Critical Review of the Causal Structure of Student ExplanationsEvolution: Education and Outreach 1 (3): 299-305. 2008.This paper critically reviews and characterizes the student's causal-explanatory understanding; this is done as a step toward explicating the problematic of evolution education as it concerns the cognitive difficulties in understanding Darwin's theory of natural selection. The review concludes that the student's understanding is fundamentally different from Darwin's, for the student understands evolutionary change as necessary individual transformation caused by the transformative action of vari…Read more
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Book Review: Wineburg, S. (2018). Why learn history (When it’s already on your phone). Chicago: The University of Chicago Press. Contemporary Education Dialogues 18(2), 232 – 238. (review)Contemporary Education Dialogues 18 232-238. 2020.
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146Scientific Temper: Virtues of Science in early 20th Century IndiaCurrent Science 117 (10): 1571-1573. 2019.Science is not possible in the absence of epistemic values (truth, simplicity), but what are the moral condi- tions (good, right) that secure these epistemic values in a just prosperous society? The question of value of science is not separate from the question of values in science-education. In the study of science and values, we have to ask two complementary questions: what are the values that science is expected to bring to educa- tion, and what are the values that an educated person is expec…Read more
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77The Artificial, the natural and the necessary in Aristotle’s Physics IIJournal of the Indian Council of Philosophical Research 28 (3): 33-42. 2011.
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229What is ‘natural’ in natural selection?Resonance 18 (5). 2013.To understand Darwin’s concept of natural selection, we have to contrast it with his characterization of artificial selection, and then ask: what is natural in natural selection? While we do this, we develop two distinctions: one between ‘change by transformative action’ and ‘change by selection’, and another between ‘artificial selection’ and ‘natural selection’. The first distinction helps us understand evolution by selection and the second natural selection.
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25What is Good? A Study of Educational Insights in Nicomachean EthicsJournal of Human Values 28 (1): 11-19. 2022.Journal of Human Values, Volume 28, Issue 1, Page 11-19, January 2022. This work is a study of Aristotle’s Nicomachean Ethics to characterize the good: the good that features in education and good life. Nicomachean Ethics teaches us that human good is neither in thought/theory, nor in action/practice alone, it is neither an exclusively individual prerogative, nor an outright social preserve. And, human good is impossible without education. The practice of education can neither be isolated nor co…Read more
Abhijeet Bardapurkar
Azim Premji University, Bengaluru, India
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Azim Premji University, Bengaluru, IndiaAssistant Professor
Areas of Specialization
Philosophy of Biology |
Value Theory |
Biological Sciences |
Education |