Some educational implications of the uncertain identity of science

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Abstract
English Recent investigations into the nature of science, and the criteria in terms of which science may be identified, have called into question its status as a clearly identifiable subject. This paper considers some educational implications of this state of affairs, particularly the implications of the uncertainty concerning the notions of scientific method, distinctive attitudes possessed by scientists, and the distinctive nature of scientific subject matter. It is argued that since none of the criteria for distinguishing science from other subjects is entirely satisfactory, and since science often enjoys a special charismatic appeal, particular care should be exercised in the teaching of the subject so as to avoid its having an indoctrinative effect rather than an educative one more compatible with the spirit of science.

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