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Vol. 9, Issue-3, August 2020 Vol. 9, Issue-3, August 2020 Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 9, Issue-3, August-2020. Page 1 Index Sl. Sl. No. Paper Title Author Page No. 1. Reflection of Ethics and Morality in Camellia Yasmin 03-14 Science Education Dharitri Sinha Sudeshna Lahiri 2. Understanding of Education For Dr. Akanksha Singh 15-21 Sustainable Development (E.S.D.) Vineeta Vinodiya among P.G. Students: A Naturalistic Inquiry 3. ‘Corona’- A Stigma Overpowering Suvashree Roy 22-31 Societal Dimensions Chowdhury, Biswajit Sarkar 4. A Study of Social Intelligence of Madhavesh Kumar Tiwari 32-42 Undergraduate Students 5. Next Generation Science Standards: Subhajit Kumar Ghosh 43-54 New Assessment Approaches for 21st Century Learners Prof. Asheesh Srivastava 6. Perspectives on Indian Higher Dr Geetika Datta 55-71 Education Pedagogue & National Education Policy 2020 Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 9, Issue-3, August-2020. Page 2 Paper-1 Reflection of Ethics and Morality in Science Education Camellia Yasmin Dharitri Sinha Sudeshna Lahiri Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 9, Issue-3, August-2020. Page 3 Reflection of Ethics and Morality in Science Education Camellia Yasmin1 Dharitri Sinha2 Sudeshna Lahiri3 ABSTRACT Science Education has idiosyncratic responsibilities to propagate scientific temper in society. It builds on the ideas associated to Universalism, Objectivity and Rationalism. In Article 51 A (h) of the constitution it is mandated that it shall be the duty of every citizen of the country to impart, proliferate and further disseminate the scientific temper in society. According to NCF-2005, good science education is one that is true to learner, true to life and true to science. Science education is expected to confront the cognitive validity, process validity, historical validity, environmental validity and ethical validity and science curriculum should adhere to it. Ethics in science education has received considerable attention in the past few years due to a number of highly publicized cases of scientific misconduct. Therefore the ethical consideration in science education is needed to be conceptualized. But this component is very much neglected in our school curriculum. The major objectives of the study are to: find out the ethical components for science education in school mentioned in National Curriculum Framework (NCF) 2005 and draft National Education Policy (NEP) 2019 and explore the problems or the lacuna in implementing those values in schools. This study will investigate the rationale and arguments for the presence of moral values and ethics in the curriculum of science education. Lastly, the study will layout the obstacles in implementing moral values and ethics in the teaching-learning process of science education. Keywords: Science Education, Scientific temper, Moral values, Ethics, Scientific Ethics. 1 Assistant Professor (Shimurali Sachinandan College of Education) and M.Phil. Scholar (Department of Education; University of Calcutta, Kolkata-700027; West Bengal). E-mail: [email protected] 2 M.Phil. Scholar (Department of Education; University of Calcutta, Kolkata-700027; West Bengal) E-mail: [email protected] 3 Ph.D.(Education), Associate Professor (Department of Education, University of Calcutta, Kolkata-700027; West Bengal) E-mail: [email protected] Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 9, Issue-3, August-2020. Page 4 INTRODUCTION “To be sure, it is impossible to prove the rightness of any ethical principles, or even to argue in its favour in just the manner in which we argue in favour of a scientific statement. Ethics is not a science. But although there is no ‘rational scientific basis’ of ethics, there is an ethical basis of science and of rationalism”. –Karl Popper People do not live their lives in moral or ethical isolation but grow up within particular moral traditions (Reiss, 1999). Liberal democracy can only flourish if its citizens hold certain moral and civic values, and manifest certain virtues (Althof & Berkowitz, 2006). Morals refer to human behavior where morality is the practical activity and, ethics describes the theoretical, systematic, and rational reflection upon that human behavior (Churchill, 1982). Values are linked to beliefs and attitudes and guide human behavior (Rennie, 2007). Morals, values, and ethics are strongly attached to society, spirituality and culture (United Nations Educational Scientific and Cultural Organization, 1991). A wide range of misunderstandings and misconceptions surround morals, values and ethics (Churchill, 1982). Morals, values and ethics are sometime difficult to understand because the misunderstandings and misconceptions surrounding them hinder arrival at the correct explanation. The objective of moral education lies in the fact that it can develop shared feelings with others, and makes one committed to one’s own personal responsibilities and actions (Campbell, 2008). The nature of any discipline has significant impact on its pedagogy. Science reveals hidden aspects that help us to understand the world around us. Most of the concepts of science which we have included in our school curriculum have their origin from daily life situations and happenings in the surrounding world. The present society is the science-based society. The present century has made tremendous advancement in scientific and technical knowledge as a result of explosion of knowledge. In such a situation one of the main functions of education is to keep pace with this advancement of knowledge. Learning is a continuous and cumulative process which starts from conception. The belief that child comes to school as blank state is no more tenable. The child comes to school with certain social, moral, emotional and intellectual background with its own understanding of the phenomena around him or her. Cultivation of skills and their nurturance along with provision of extending opportunities are the most significant aspects of imparting Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 9, Issue-3, August-2020. Page 5 education. This process entails the development of scientific temper, right attitude, systematic way of assimilating knowledge, identification of difficulties, confronting the process of understanding and their remediation. The science curriculum of school should fulfil its social and moral aim along with the utilitarian and cultural aim. Science education should develop rational thinking and inculcate moral values among the learners. The affective domain of learning includes the manner in which the learner deals with things emotionally, such as feelings, appreciation, enthusiasm, motivation, attitude, interest, emotion, values, mental tendencies and social adjustment of the student. Broadly speaking, the scientific method involves several interrelated steps: observation, looking for patterns, forming hypotheses, devising models, deducting their consequences, verification or falsification of theories through observations and controlled environments, and thus arriving at the principles, theories and laws governing the natural world. Science is a dynamic, expanding body of knowledge. In a progressive forward looking society, science can play a truly liberating role, helping people escape from the vicious cycle of poverty, ignorance and superstition. In the context of science, three particular domains of values are present in society: the values associated with education, values of science and values of science education. These three values remain in close proximity, and interact or overlap with one another (Hildebrand, 2007). Thus science cannot be isolated from society. Values in science education include values associated with teaching science in schools, epistemic values of science, societal values and the personal values of scientists. The existence of value is not context specific. For example, western science has different values from other indigenous science value sets (Corrigan, Cooper, Keast, & King, 2010). Morality, values and ethics are always connected and interrelated to society, and attached to societal culture, which are constantly influenced by politics (Unesco, 1991; Witz, 1996). Currently science educators are facing enormous challenges despite various education reforms and substantial research undertaken over the last few decades. There is decreasing trends of scientific attitude among the learners. They are not properly motivated to involve spontaneously in science education. At the same time, the rapid technological advancements and enhanced complexities in social life in the globalized world perhaps makes it more difficult to emphasize morals, values and ethics, and present them through an improved curriculum and teaching- learning process. In this study, the researchers explore the values and ethical components which are needed to be included in science education in school curriculum according to NCF 2005 and Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 9, Issue-3, August-2020. Page 6 Draft NEP 2019. This article explains the necessity for embedding morals, values and ethics in science education and science teaching. It presents the rationale and arguments, and emphasizes the nurturing of morals,
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