Science Curricula as Cultural Misfits

Abstract

Summaries English In this article, which is based on a paper read at the International Institute for Educational Planning, Paris in July 1979, we shall first review the impact of science curriculum development on Third World countries and the effect of Western science education on those changes. We shall then outline some of the ways of thinking that the pupils of different cultures bring to school that appear to differ from, or even to conflict with Western scientific modes of thought. This will lead us to an analysis of the factors responsible for the predicament in science education today. In the light of this analysis we shall suggest some courses of action for the future progress of science teaching in the Third World.

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