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But perhaps the rest of us could have separate classes in science appreciation, the wonder of science, scientific ways of thinking, and the history of scientific ideas, rather than laboratory experience.

 

Richard Dawkins

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Up until the publication of Thomas Kuhn's The Structure of Scientific Revolutions in 1962, the history, philosophy, and sociology of science maintained an internalist approach to scientific knowledge claims. Science was seen as somehow above any social, political, or cultural influences, and therefore, the examinations of scientific knowledge focused on areas such as 'discoveries,' 'famous men,' and 'the scientific revolution in the West.' When Kuhn opened the door to the possibility that external factors were involved in the development of scientific paradigms, science studies assumed a more critical tone.

 

Thomas Samuel Kuhn

 

If they leave college thinking, as they usually do, that science offers a full, accurate, and literal description of man and Nature; if they think scientific research by itself yields final answers to social problems; if they think scientists are the only honest, patient, and careful workers in the world; if they think that Copernicus, Galileo, Newton, Lavoisier, and Faraday were unimaginative plodders like their own instructors; if they think theories spring from facts and that scientific authority at any time is infallible; if they think that the ability to write down symbols and read manometers is fair grounds for superiority and pride, and if they think that science steadily and automatically makes for a better world — then they have wasted their time in the science lecture room; they live in an Ivory Laboratory more isolated than the poet's tower, and they are a plain menace to the society they belong to. They are a menace whether they believe all this by virtue of being engaged in scientific work themselves or of being disqualified from it by felt or fancied incapacity.

 

Jacques Barzun

 

At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.

 

John Desmond Bernal

 

In this complex world, science, the scientific method, and the consequences of the scientific method are central to everything the human race is doing and to wherever we are going. If we blow ourselves up we will do it by misapplication of science; if we manage to keep from blowing ourselves up, it will be through intelligent application of science.

 

Robert A. Heinlein

 

I've lost any belief I ever had in scientific policy. I don't think you can have scientific policy. I think science is something like weeds, it just grows of its own accord … and if you've got the right atmosphere, the right situation within universities or within places like CSIRO, then it grows and develops of its own accord. And I believe that science is best left to scientists, that you cannot have managers or directors of science, it's got to be carried out and done by people with ideas, people with concepts, people who feel in their bones that they want to go ahead and develop this, that, or the other concept which occurs to them.

 

Mark Oliphant