Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education - Creative Education

CE > Vol.9 No.4, April 2018

Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education ()

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DOI: 10.4236/ce.2018.94039 811 Downloads 1,585 Views

Author(s)

Tiago Clarimundo Ramos¹, Marcos Fernandes-Sobrinho^2,3,4

Affiliation(s)

¹Federal Institute Goiano (IF Goiano), Rio Verde, Brazil.
²Postgraduate Program in Professional Technology Education, Federal Institute Goiano (ProfEPT/IFGoiano), Urutaí, Brazil.
³Postgraduate Program in Education for Science of the University of the State of São Paulo (PPGEpC/FC/Unesp), Bauru, Brazil.
⁴Postgraduate Program in Organizational Management of the Federal University of Catalão (PPGGO/UFCat), Catalão, Brazil.

ABSTRACT

On the basis of a theoretical study, the objective of this article is to analyze questions around the scientific rationality, with an indication of the potentialities of Toulmin’s model of argument that can subsidize the confrontation of the problem of scientific education practices landmarked of an absolute and neutral science. The use of this argumentative model is legitimated, mainly, with the possibility of refutation as a way of demonstrating that the theoretical knowledge is provisional conjectures. Thus, it is emphasized that any conception of science linked to the activity of isolated individuals in search of truth is not resonant even with social reality itself.

KEYWORDS

Epistemological Debate, Scientific Rationality, Toulmin’s Argumentative Model, Refutation, Scientific Education

Share and Cite:

Ramos, T. C., & Fernandes-Sobrinho, M. (2018) Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education. Creative Education, 9, 559-566. doi: 10.4236/ce.2018.94039.

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