The Moral Potentialities of Science Education in the Atomic Age

: This chapter considers the moral potentialities of science education in the atomic age through the lens of Dewey’s Human Nature and Conduct (1922). Science education involves moral, ethical, social, economic, industrial, and political issues that go beyond the mere possession of scientific knowledge and the acquisition of skills. The education of scientifically literate citizens has become increasingly important of late. Izawa looks specifically at science education in Japan, showing that although Japanese students maintain relatively high academic achievements in science and mathematics, and their science literacy is high, science education in Japan is still on a new growth path; social and political interests in science and technology have not yet fully matured. This chapter illuminates how science education requires greater cultivation of political citizens who engage in moral and ethical issues. The chapter considers Dewey’s insights into not only the destructive use of science but also its peaceful use and links this with discussions in environmental ethics. Izawa discusses the implications of Dewey’s view for science education today by examining the case of Japan. He concludes that science education focused on the moral potential of physical science requires the creation of conditions for maturing environmental justice and enriching deliberative democracy.