Breaking Free from Laplace’s Chains: Reimagining Science Education Beyond Determinism

We are witnessing the transformative impact of human development on Earth. The climate, natural, socio-prolitical crises are questioning the sense and the scope of science education. The paper highlights the need to rethink traditional epistemological foundations of science and science education established during the Enlightenment, which emphasized the deterministic power of science to foster progress. The paper critiques the naive positivistic view of science still dominating science education, advocating for a more nuanced image of science for teaching that incorporates uncertainty, non-linearity, and complexity. In the context of a Risk Society, the paper addresses the dual role of science and technology in providing solutions and generating new uncertainties. It underscores the importance of preparing students to navigate these complexities through a revised science education that balances deterministic principles with probabilistic thinking. Projects like FEDORA and "Science Education for the Risk Society" exemplify efforts to reframe science education to better align with contemporary societal demands, fostering creativity, foresight, and critical decision-making skills.