Abstract
Despite the centrality of Nature (space, time, matter) within science education, there is a telling and troubling paucity in the ways science education is (not) taking up questions generated by the ontological turn. Thought in science education, we argue, is often premised upon Othering, and (fore)closed to, Nature. Within this manifesto, we respond to this problematic possibility by taking a critical and complicit stance: it is a call for disrupting and displacing the very logics through which we become science educators without succumbing to the fantasy of transcending them. Science education needs to think and do so otherwise while recognizing the ways in which thought is already in the groove of becoming-scientist. Towards this end, we first outline three onto-epistemological moves that often occur within science education that (fore)close both possibility and response-ability: (a) commonplace thoughtlessness; (b) stupidity; and (c), circular reasoning. Secondly, we offer three orientations for troubling thought which do not engage in the hubris of waving away the trouble. They are thinking as: (a) slow science; (b) minor inquiry; and (c) disruption. Call it staying with the trouble in science education: a science education which does not dismiss the urgent work of building and sustaining social and ecological relations through the temporality of emergency.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bang, L. (2018). In the maw of the Ouroboros: An analysis of scientific literacy and democracy. Cultural Studies of Science Education, 13(3), 807–822.
Debaise, D. (2018). The minoritarian powers of thought: Thinking beyond stupidity with Isabelle Stengers. SubStance,47(1), 17–28.
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham, NC: Duke University Press.
Lather, P. (2007). Getting lost: Feminist practices toward a double (d) science. Albany: SUNY.
Stengers, I. (2015). In catastrophic times: Resisting the coming barbarism. Chicago, IL: Open Humanities Press and Meson Press.
Stengers, I. (2018). Another science is possible: A manifesto for slow science. Cambridge: Polity Press.
Tsing, A. (2015). The mushroom at the end of the world. Princeton, NJ: Princeton University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Higgins, M., Wallace, M.F.G., Bazzul, J. (2019). Staying with the Trouble in Science Education: Towards Thinking with Nature—A Manifesto. In: Taylor, C.A., Bayley, A. (eds) Posthumanism and Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-14672-6_9
Download citation
DOI: https://doi.org/10.1007/978-3-030-14672-6_9
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-14671-9
Online ISBN: 978-3-030-14672-6
eBook Packages: EducationEducation (R0)