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Hard knowledge, soft values

Mladen Domazet   ORCID icon ; Institute for Social Research in Zagreb

Puni tekst: engleski, pdf (221 KB) str. 505-524 preuzimanja: 352* citiraj
APA 6th Edition
Domazet, M. (2006). Hard knowledge, soft values. Sociologija i prostor, 44 (174 (4)), 505-524. Preuzeto s
MLA 8th Edition
Domazet, Mladen. "Hard knowledge, soft values." Sociologija i prostor, vol. 44, br. 174 (4), 2006, str. 505-524. Citirano 10.04.2020.
Chicago 17th Edition
Domazet, Mladen. "Hard knowledge, soft values." Sociologija i prostor 44, br. 174 (4) (2006): 505-524.
Domazet, M. (2006). 'Hard knowledge, soft values', Sociologija i prostor, 44(174 (4)), str. 505-524. Preuzeto s: (Datum pristupa: 10.04.2020.)
Domazet M. Hard knowledge, soft values. Sociologija i prostor [Internet]. 2006 [pristupljeno 10.04.2020.];44(174 (4)):505-524. Dostupno na:
M. Domazet, "Hard knowledge, soft values", Sociologija i prostor, vol.44, br. 174 (4), str. 505-524, 2006. [Online]. Dostupno na: [Citirano: 10.04.2020.]

The paper contrasts two domains of school education, natural science
and citizenship education (as a paradigm of “hard” and “soft” subjects), with respect
to their epistemological and ethical foundations. A sharp contrast between
their associated world-views within the school community is accentuated at the
outset. The epistemological shortcomings inherent in both are subsequently explored,
and the debate between epistemological relativism and “naturalism” (a form
of foundationalism) relating to scientific knowledge is briefly reviewed. Through
review of organizational principles behind selection of knowledge for presentation
in schools, values are introduced as an epistemically, as well as ethically, important
component of school education. Subsequent analysis aims to show that even in
this respect there are more similarities between the “soft” and “hard” subjects than
is standardly assumed.

Ključne riječi
Natural science; civics; naturalism; relativism; knowledge; values

Hrčak ID: 94057


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