Relativism, philosophical

Aune, Bruce. Conceptual Relativism. Philosophical Perspectives, Vol. 1. Metaphysics. Ed. by J. E. 

Constructivism is linked to the philosophical-epistemological theory of (scientific) relativism or empiricism, which is in contrast to another theory, that of (scientific) realism or objectivism or positivism. Realists believe logical analysis applied to objective observations can be used to discover the truth about the world we live in. Relativists accept the existence of a real world, but question whether this world is knowable . They note that observations, and the choice of observations to be made, are influenced by the beliefs, theories, hypotheses, and background of the individual who makes them (6). Realism and empiricism must be considered as two extremes on a continuum. It is certain that in its early years (surely until, say, the beginning of the twentieth century), science was closer to relativism, but as time passed, we came closer to a realist state. Note that are there are those who argue that philosophical and educational constructivisms are intertwined (15, 16), and those who are against (IT) and critical (18) of the way these philosophical theories are linked to education theories. 

Fundamental differences in the scientific community arise with regard to the precise definition of risk. This reflects a long-standing philosophical divide between positivism and relativism. More recently, the definition of risk has been subject to debate between realists and constructionists. 

Bickhard, M. H. (1998). Constmctivism and relativism A shoppers guide. In M. R. Matthews (Ed.), Constructivism in science education A philosophical examination (pp. 99—112). Dordrecht Kluwer Academic Pubhshers. 

There are important and long-standing debates between opposing philosophical positions related to risk assessment, ranging from reahsm/positivism to constructivism/cultural relativism (Khnke Renn 2002 Shrader-Frechette 1991 Rosa 1998). 

I believe that some influential researchers in the field of chemical education have taken a rather shallow approach to the study of philosophy of science. They enjoy quoting authors like Kuhn because they have been led to believe that the only sensible approach to science education lies in adopting constructivism . Rank and file educators are constantly berated for taking what these researchers call a positivist approach. Because they read in popular accounts that logical positivism is an outdated philosophical approach they embrace the opposite extreme philosophy. They do so, I claim, without taking the trouble to examine the evolution from logical positivism to Popper, through Kuhn and Lakatos to the frankly outlandish relativism of Feyerabend and some other contemporary relativists. 

In this article, my aim is to concentrate on another aspect of research in chemical education, one that I believe to be more harmful to the reputation of the field. I refer especially to some dubious and abstract theoretical issues revolving around the themes of constructivism, relativism, and other philosophical -isms. ... 

But even the more extreme philosophers and sociologists of science who claim to be relativists have been forced to moderate their position in the light of criticism. It appears to have escaped the attention of the chemical constructivists that leading relativists like Harry Collins are now advocating what they term methodological relativism as opposed to full-blown, or philosophical, relativism. Collins now holds that... 

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