Abstract
Most research so for on science education in cultural contexts has been about negative effects of traditional culture on learners in non-western countries or on ethnic minority groups in western countries with respect to their learning science (see Wilson, 1981). Recent efforts on cultural studies in science education research have developed a new trend in which science itself is regarded as a kind of culture, for example, “science as culture” Horton, 1967; Elkana, 1971 & 1981), “science as a worldview” (Cobern, 1991), “multicultural science education” (Hodson, 1993), “science as a culture of the scientific community” (Ogawa, 1995a), and “science education in a multiscience perspective” (Ogawa, 1995b).
Our ancestors found the one and only possible way to fight against a strong power of foreign culture: That is, ignoring thoroughly the Cut that there existed a different principle in that culture from that of ours, and ignoring so perfectly as to be even unaware of the fact that they were ignoring it. By doing so, without fighting, they won the fight, with which other people could have struggled. (Hasegawa 1986, p.52: Tr. by author)
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Ogawa, M. (1998). A Cultural History of Science Education in Japan: an Epic Description. In: Cobern, W.W. (eds) Socio-Cultural Perspectives on Science Education. Science & Technology Education Library, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5224-2_8
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