Science & Education

, Volume 27, Issue 3–4, pp 387–404 | Cite as

Radical Scepticism: an Issue for Science Education?

Duncan Pritchard (2016) Epistemic Angst: Radical Scepticism and the Groundlessness of our Believing. Princeton University Press, Princeton and Oxford. ISBN: 978-0-691-16723-7, 239 pages, price USD 35 (hardback)
  • Peter Davson-Galle
Book Review

Prefatory Remarks

Science education is concerned with science. Science is centrally concerned with the task of understanding what the world is like, of knowing about reality. The key concept here is ‘knowledge’. The classical analysis of what it is for someone to know something is that they believe it, that the belief is true and that there is adequate justification for that belief. For present expository purposes, I shall simply assume these assertions and this analysis.

So, for scientists to know something entails that their belief is adequately justified. What should count as such justification? There might be more involved and there might be much discussion of the relationship of theory and (observational) evidence but, ignoring large slabs of the philosophy of science for the moment, it would normally be considered that careful observation (perhaps of events generated by experiments) lies at the heart of justifying any of the knowledge claims of science.

Enter radical scepticism



Conflict of interest

The author declares no conflict of interest.

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.School of EducationUniversity of TasmaniaLauncestonAustralia

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