Prompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education. The volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authors believe that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.

During the 19th century, much of the modern scientific enterprise took shape: scientific disciplines were formed, institutions and communities were founded and unprecedented applications to and interactions with other aspects of society and culture occurred. taught us about this exciting time and identify issues that remain unexamined or require reconsideration. They treat scientific disciplines - biology, physics, chemistry, the earth sciences, mathematics and the social sciences - in their specific intellectual and sociocultural contexts as well as the broader topics of science and medicine; science and religion; scientific institutions and communities; and science, technology and industry. From Natural Philosophy to the Sciences should be valuable for historians of science, but also of great interest to scholars of all aspects of 19th-century life and culture.

This book explores the relationship between Hume's sceptical philosophy and his Newtonian ambition of founding a science of human nature. Assessing both received and 'new' readings of Hume's philosophy, Stanistreet offers a line of interpretation which, he argues, makes sense of many of the apparent conflicts and paradoxes in Hume's work and describes how well-known controversies concerning Hume's thinking about causation, induction and the external world can be resolved. Offering important new contributions to Hume scholarship, this book also surveys and assesses the new research responsible for the recent sea-change in thinking about Hume. It offers an accessible overview of these developments while suggesting significant revisions to current readings of Hume's philosophy.

The first half of 'Religion and the Natural Sciences' is an introduction to the discussion of science and religion. Here the reader learns why there is any debate at all and what resources exist for responding to it. The second half deals with specific issues that arise in the individual sciences, from astronomy and physics to biology and ecology. Any project hoping to connect science and religion must supply the categories of connection, which are found primarily, although not exclusively, in philosophy. The simplicity of the arrangement and the nature of the selections are intended to make 'Religion and the Natural Sciences' available to as wide an audience as possible, including students from the sciences and technology, the professions, the humanities and liberal studies, and theology.

A comparison of the cognitive foundations of religion and science and an argument that religion is cognitively natural and that science is cognitively unnatural.

Eleven distinguished historians of science explore natural philosophy and mathematics in the Middle Ages.

Represents a history of the British Empire that takes account of the sense of empire as intellectual as well as geographic dominion: the historiography of the British Empire, with its preoccupation of empire as geographically unchallenged sovereignty, overlooks the idea of empire as intellectual dominion.