ABSTRACT
In 1959, the famous debate between C. P. Snow and F. R. Leavis occurred regarding the ‘two cultures’ and the disconnect between the humanities and science. This took place during the Cold War period and not that long after the use of atomic weapons in World War II. It should also be remembered that science was not at the time of post-war reconstruction and has not been until relatively recently, a stand-alone subject in schools generally, let alone primary schools around the world. It has been proposed that a ‘third culture’ has emerged with the development of science and technology over more recent decades whereby policy makers, scientists and commentators are now much more aware of the need to discuss scientific ideas with the general public and with students at all levels and to include consideration of ethics and the social good. Science communicators such as physicists Richard Feynman, Brian Cox and Stephen Hawking have done much to popularise science for a broader public interest. As a means of investigating and explaining the social and physical worlds from a materialist and dialectical standpoint, praxis provides strategies of activity that link personal and community experience with the great ideas of humanity, an essentially democratic process that supports a ‘third culture’ understanding. In supporting the pragmatist principle of ‘inquiry learning and integrated knowledge,’ praxis approaches in the sciences and humanities will emphasise experiment, review and reflection of puzzling issues through negotiated projects that are investigated by groups of students and teachers alike. Working with praxis strategies across broad areas of study demonstrates philosophy as philosophy of practice connected with the real life issues of citizens of all ages and transforms life-long learning into learning for life as Dewey and pragmatist colleagues would argue.
