AUTHOR INDEX

Abraham, M., 119Adams, J.C., 105Adler, M., 57, 279Afghani, J., 241Aikenhead, G., 94Akyol, M., 245Aldridge, M., 144Alexander, H., 92Alembert, J.-B.L.R. d’, 61Al-Hayani, F.A., 137Althusser, L., 260, 280Altieri, M., 204American Association for theAdvancement of Science(AAAS), 13, 27, 49, 115, 151, 166,272, 303

Anacimenes, 2Anaxagoras, 84Anaximander, 83Anaximenes, 83Anderson, P., 260Anscombe, G.E.M., 35, 232Aquinas, T., 57, 91, 137, 159, 226Archer, M., 207Aristotle, 22, 60, 84, 127, 214, 279,291, 319

Armstrong, D.M., 198, 231Arnauld, A., 223Association for the Education ofTeachers in Science (AETS), 14

Ataturk, M.K., 242Ates, S., 249Audi, R., 28Augustine, St., 73, 91, 159, 174, 217Ayala, F.J., 136Ayer, A.J., 156, 227

Bacon, R., 217Bakar, O., 244Baker, S., 139Barash, D.P., 141Barbour, I.G., 136, 154Baron-Cohen, S., 105Barrow, J.D., 310Bayes, T., 168, 304Beeckman, I., 62Behe, M.J., 113, 138, 183Benedict XV, Pope, 70Bentley, M.L., 145Bentley, R., 222Bergmann, P., 53Bering, J.M., 29Bernal, J.D., 9, 53, 266Bertolet, R., 43Berulle, P. de, 223Betancourt, I., 6Birch, L.C., 53Bird, A., 22, 55, 231Blackburn, S., 37Blackett, P.M.S., 267Blake, W., 135Boghossian, P.A., 320Bohm, D., 53, 265Bohr, N., 53, 221Boltzmann, L., 53, 119Bonaparte, Napolean, 176Born, M., 53, 129Boscovich, R., 69, 225Boyle, R., 61, 223, 280Bradwardine, T., 217Brennan, S.O’F., 61Brickhouse, N.W., 94Bridgman, P.W., 53

Sci & Educ (2009)

327

Broad, W.J., 42Brooke, J.H., 10, 65, 96, 136, 276Brown, G.E., 42Brunner, R.D., 42Bukharin, N., 20, 260Bunge, M., 3, 43, 53, 145, 167,194, 259, 273

Buridan, J., 57Burrows F.J., 139Burtt, E., 216Byrne, E., 218Callender, C., 29Callinicos, A, 258Cambiano, G., 217Campbell, J.A., 144Campbell, N.R., 53Cantor, G., 227Carlsen, W.S., 96Carnap, R., 228Carrier, R., 169Cartwright, N., 22, 231Chandrasekhar, S., 53Choi, S., 231Churchland, P., 198Cicero, 217Clarke, D., 62Clarke, S., 224Clifford, W., 153Cobern, W.W., 9, 27, 52, 86, 130,145

Coffa, A., 227Cohen, B., 143Cohen, H.J., 310Cohen, I.B., 223Collier, A., 207, 258Collingwood, R.G., 9, 54, 323Collins, F.S., 5, 29, 54, 137, 308Collins, S., 147Conant, J.B., 13, 286Condorcet, M.-J.-A.-N., 61Copernicus, N., 15, 89Copleston, F.C., 60Cordero, A., 3, 99

Corry, L., 121Corsiglia, J., 94Craig, E., 28, 111Craig, W.L., 29Cummins, C.L., 146Cunningham, C.M., 96Cushing, J.T., 13, 53d’Alembert, J., 61da Marchia, 57Darwin, C., 165, 264Daston, L., 218Davies, P., 4Davis, S.T., 314Davson-Galle, P., 27Dawkins, R., 4, 28, 67, 108, 136,150, 166, 207, 308

De Wulf, M., 60Della Volpe, G., 260Demastes, S.S., 146Dembski, W.A., 136Democritus, 2, 61, 84Dennett, D.C., 4, 29, 67, 105, 180,239

Descartes, R., 61, 119, 198, 219, 278Dewey, J., 52Diderot, D., 61Dijksterhuis, E.J., 2, 61, 84Dilthey, W., 90, 101Dilworth, C., 53Dincerler, V., 243Dingwall, R., 144Divisch, P., 120Donagan, A., 10, 198Dostoyevsky, F., 86Douglas, H., 193Dover Area School District, 19,114, 166

Dowe, P., 225Dretske, F., 233Ducasse, C.J., 232Duhem, P., 53, 119, 216Dumbleton, J., 217Duns Scotus, 217

328 Sci & Educ (2009)

Dupre, J., 198Duschl, R.A., 5, 55Earman, J., 38, 122, 304Easterbrook, G., 28Eddington, A.S., 9, 53, 110, 125Edis, T., 3, 136, 183, 237Ehring, D., 225Eijck, van M., 4, 273Einstein, A., 53, 106, 117, 215, 267Ellis, B., 22, 225Empedocles, 84Engels, F., 20, 260Enriques, F., 127Epicurus, 2, 65, 217, 257, 311Erzen, T., 143Etinger, F.C., 120Evans-Pritchard, E.E., 94Faber, M.D., 181Fales, E., 232Fara, M., 231Faraday, M., 225Fensham, P., 4Fermat, P., 218Feyerabend, P.K., 4Fishman, Y., 3, 165, 304Franklin, B., 174, 284Freeman, C., 91Frege, G., 227Freud, S., 85, 150, 181Fricker, J.L., 120Friedman, M., 2, 227Galilei Galileo, 2, 57, 209, 218, 265,277

Galvani, L., 120Garber, D., 225Gassendi, P., 65Gauch, H.G., Jr., 1, 27, 82, 100,130, 144, 151, 166, 208, 253, 303

Gauld, C.F., 29, 50, 91, 130, 145Geach, P., 221Giannetto, E.R.A., 3, 80, 117, 320Gilbert, W., 119Gill, H.V., 7, 72

Gilson, E., 60Glennan, S., 3, 149, 303Gold, J., 141Good, R.G., 50, 139Goodman, N., 228Gould, S.J., 16, 53, 137, 159, 167Graffin, G.W., 318Grassi, O., 68Grosseteste, R., 217Grossmann, M., 122Gruender, D., 30Grunbaum, A., 29Guevara, de G., 68Guthrie, S., 180Habermas, G.R., 309Hacking, I., 218Haeckel, E., 84Hafner, M.S., 146Hald, A., 218Haldane, J.B.S., 53, 266Hansson, L., 29, 144Harman, P., 225Harre, R., 22, 61, 232Harris, P., 143Harvard Committee, 13Haught, J.F., 137, 309Hayward, A., 139Hegel, G., 227, 260Heidegger, M., 118Heil, J., 22, 232Heisenberg, W., 53, 130Helmholtz, von H., 53, 119Helms, M., 140Hempel, C., 55, 229Henry, J., 223Hertz, H., 65, 119Hesse, M., 58Hessen, B., 266Heytesbury, W., 217Hick, J., 137Hilbert, D., 117, 227Hitchens, C., 67Hobbes, T., 61

Sci & Educ (2009) 329

Hofmann, J.R., 29Hogben, L., 266Holder, R.D., 29Holton, G., 13, 53Horgan, J., 28Houston, J., 39Howson, C., 168, 304Hull, D.L., 53Hume, D., 22, 29, 52, 84, 158, 171,219, 239, 277, 309

Hutton, J., 96Huygens, C., 61, 277Iltis, C., 225Irzik, G., 3, 27, 81Israel, J., 10, 65, 219, 277Jacquet, L., 139Jammer, M., 125, 224Jarvie, I.C., 94Jeans, J., 9, 53, 110Jeffreys, H., 305John Paul II, Pope, 70, 160Johnson, D., 309Johnson, G., 45Johnson, P.E., 138, 166Jones, J.E., 166Jones, L., 136Kane, W.H., 71Kant, I., 61, 227, 260Kawagley, A.O., 94Kawasaki, K., 144Keeble, S., 232Keeports, D., 30Kelly, G.J., 94Kelly, K.T., 315Kelvin, L., (see Thompson, W.)108, 225

Kenny, A., 60Kenny, D., 70Kepler, J., 119Kitcher, P., 113, 139, 161, 259Kitzmiller, T., 19, 114, 166Koenig, H.G., 310Koertge, N., 4, 36, 55, 258

Kolmogorov, A., 33, 108Korsch, K., 260Koyre, A., 216Kripke, S., 22, 230Kuhn, T.S., 41, 59, 84, 219, 273, 319Lacey, H., 3, 43, 55, 191, 303Lakatos, I., 66, 231Lamont, J.R.T., 3, 71, 213, 319Laplace, P.-S., 92, 176Larmor, J., 119Larson, E.J., 28, 183Laudan, L., 107, 182, 231Le Verrier, U., 105Lederman, N.G., 5, 136Leeuwen, H.G. van, 220Leibniz, G.W., 61, 92, 111, 120, 219Lenin, V.I., 8, 260Leo XIII, Pope, 69Leplin, 103Leslie, J., 232Leucippus, 2, 61Leucretius, 84Lewis, C.I., 22, 230Lewis, D., 231Lindberg, D.C., 32, 91, 119, 216,290, 321

Lipton, J.E., 141Locke, J., 61, 107, 219, 274Lonergan, B., 71Lorentz, H.A., 119Loving, C.C., 24, 35, 86Lukacs, G., 260Luther, M., 67Luxemburg, R., 20, 260Lysenko, T.D., 20, 73, 258Mabud, A., 139MacDonald, S., 37, 111Mach, E., 2, 53, 88, 124, 224, 294Machamer, P., 30Madden, E.H., 22, 232Mahner, M., 3, 43, 145, 150, 167,194, 259

Makkreel, R.A., 28

330 Sci & Educ (2009)

Mandel, E., 260Marchia, da, 57Marcus, R.B., 22, 230Margenau, H., 53Mariconda, P., 208Maritain, J., 71Martin, C.B., 231Martin, M., 3, 45, 130, 145, 173Marx, K., 9, 59, 257, 276Mascall, E.L., 71, 292Matthews, M.R., 1, 27, 49, 81, 99,117, 135, 149, 165, 185, 191, 213,237, 257, 271, 303

Maxwell, J.C., 225Maxwell, N., 194Maynard Smith, J., 138, 267Mayr, E., 53McCabe, J., 69, 276McComas, W.F., 5, 30, 272McGrath, A.E., 309McGrath, J.C., 309McIntyre, A., 22McManners, J., 318McMullin, E., 61, 114, 195Meeker, B., 174Mendeleev, D.I., 221Merton, R., 92Mesmer, F.A., 120Meyer, S.C., 144Michotte, A.E., 232Mill, J.S., 217Millar, R., 15Miller, J.D., 138, 241Minkowski, 121Molnar, G., 22, 230Monod, J., 54Monton, B., 29, 166Moore, R., 138Morier, D., 30Morris, H.M., 139Morris, S.C., 27, 308Mueller, M.P., 145Mumford, S., 231

Musgrave, M., 250Nadler, S., 223Nagel, T., 157, 171Nanda, M., 5, 36Napoleon, B., 73, 92, 176(see Bonaparte, N.)Nash, L.K., 35, 281Nasr, S.H., 66, 244National Academy of Sciences(NAS), 28, 144, 166, 181, 303

National Curriculum, Britain, 14National Research Council (NRC),13, 28

National Science Foundation(NSF), 12

Needham, J., 267Negus, M.R., 139Nehru, P., 52Nelson, C.E., 144Newell, R.W., 306Newton, I., 2, 51, 91, 106, 119, 216,266, 274,

Nola, R., 3, 27, 81Numbers, R.L., 32, 119, 290Nursi, S., 250O’Hear, A., 29Ogawa, M., 94Osborne, J., 15, 55, 136Osiander, A., 89Ovitt, G., 214Paley, W., 176, 290Palmer, H., 36Pap, A., 10Papineau, D., 85Parker, G.E., 139Parnell, P., 142Parsons, K., 172Pascal, B., 218, 280, 304Passmore, J., 70, 273Peacocke, A., 137Peano, G., 227Pennock, R.T., 29Pepper, S., 83

Sci & Educ (2009) 331

Pinker, S., 105Pirie, M., 315Pius X, Pope, 70Pius XII, Pope, 70, 159Place, U.T., 233Plantinga, A., 74, 246Plato, 127, 159, 319Plimmer, I., 139Plotinus, 156Poincare_, H., 58, 117Polanyi, M., 35, 53Polkinghorne, J., 73, 137, 150Polyaemus, 217Pomeroy, D., 94Poole, M., 43Popper, K.R., 41, 55Porpora, D., 197Press, S.J., 304Price, R., 286, 304Priestley, J., 15, 61, 225, 271Project 2061, 13, 49Provine, W.B., 247, 318Psimopoulos, M., 42Ptolemy, 216Putnam, H., 230Pyrrho of Elis, 319Pythocles, 217Quine, W.V.O., 216Qutb, S., 251Rabi, I.I., 53Rachlin, H., 198Randall, Jr. J.H., 71Ray, J., 137Read, R., 226Redfors, A., 29, 144Reiss, M.J., 3, 135, 303Renn, J., 121Restrepo, D., 70Richardson, J., 142Richman, K.A., 226Rickert, H., 90Ritter, J.W., 120Rohrlich, F., 53

Rosdolsky, R., 260Rosler, G.F., 120Rossi, P., 214Roth, W.-M., 4, 273Ruse, M., 309Russell, B., 170, 227Sagan, C., 169Salmon, N., 230Scheffler, I., 55Schlick, M., 227Schreiner, C., 145Schum, D.A., 307Schupbach, J.N., 34Schuster, J., 63Schwartz, B., 196Scott, E.C., 37, 281Scriven, M., 169Selkirk, D.R., 139Settle, T., 43, 154Shafer, G., 307Shapere, D., 106, 230Sherburn, R., 33Shermer, M., 7, 305Shimony, A., 53Shoemaker, S., 232Shogenji, T., 29Skehan, J.W., 144Skordoulis, C.D., 3, 257, 319Smith, K., 174Smith, M.U., 29Smith, P.H., 214Snively, G., 94Socrates, 55Sorabji, R., 217Southerland, S.A., 45Southgate, C., 139Spinoza, B., 125, 219, 262Sputnik, 13Stachel, J., 121Stalker, D., 229Stanley, W.B., 94Stebbing, S., 54, 110Stenger, V.J., 166, 314

332 Sci & Educ (2009)

Sterelny, K., 29Strawson, G., 226Suarez, F., 226Suppe, F., 227Swinburne, R., 29, 304Swineshead, R., 217Sylla, E.D., 217Szathmary, E., 138Szerszynski, B., 137Tatlı, A., 239Taylor, C., 198Templeton, J., 174Thales, 2, 83Theocharis, T., 42Thompson, J.J., 231Thomson, P., 85Thomson, W. (Lord Kelvin), 108Tillich, P., 153Tipler, F.J., 310Tooley, M., 231Torrance, T.F., 129Tresmontant, C., 72Trigg, R., 27, 306Trotsky, L., 20, 260Tuomela, R., 231Turner, D., 322Turner, H., 43Urbach, P., 168, 304Fraassen, B. van, 192, 233Inwagen, P. van, 307Volta, A., 120Voltaire, F.M.A. de, 61, 174Von Liebig, J., 264Walden, S.R., 144Wallace, W., 71

Wallace, W.A., 71Walton, D., 315Wandersee, J.H., 272Watson, D.C.C., 139Watts, F., 137Weber, B.H., 29Weber, M., 90Weierstrass, K., 227Weinberg, J.R., 53Weisberg, J., 29Weisheipl, J., 2, 60Westfall, R.S., 61, 223, 274Whiston, W., 224Whitcomb, J.C., 139White, L., 214Whitney, E., 214Wiebe, P., 317Wien, W., 119Wiggins, C., 305William of Ockham, 62, 217Williams, P.A., 137Wilson, E.O., 54, 161, 308Winch, P., 94Witham, L., 28, 183Wittgenstein, L., 35, 227Woodward, J., 229Woolnough, B.E., 43Wren-Lewis, J., 43Wright, C., 35Wright, G.H., 35Wright, N.T., 309Yahya, H., 243Zilsel, E., 214Ziman, J., 109

Sci & Educ (2009) 333

SUBJECT INDEX

Abductive inference, 291, 292Abrahamic faiths, 307Act of Uniformity, 274Action at a distance, 58, 106, 119,223

Adam and Eve, 239Agency detection, 180, 312Agency, divine, 161, 163Agency, human, 193, 197–199,207, 208

Agnosticism, 38, 170, 197Agro-ecology, 196, 201, 202, 204,205, 207, 208, 211

Education, aims of(see Education), 53

Air pressure, 58, 280Air, 51, 57, 83, 271, 272,279–293, 295–297Aristotelian understanding of,280

seventeenth-century studies of,280

Air, elemental nature of, 279Alternative hypotheses and, 34,168, 169, 176, 181, 184explanations, 20, 105, 168, 175,176, 178, 182, 201

American Revolution, 275, 293Ancient astronomy, 91Ancient atomism, 84and science, 213, 216

Angels, 2, 6, 7, 31, 59, 93, 181, 240Animism, 7, 59, 84Anthropic coincidences, 177Anthropic Principle, 114, 137, 303,310, 311, 316

Apeiron, 83Applied science, 210, 247

Argument from design, Newtonon, 222, 223

Argumentation in school science,19, 136, 144, 145

argumentum ad omnes, 315Aristotelian, 2, 21, 22, 57, 60–62,64, 66, 67, 69, 71, 83, 92,213–227, 230–233, 250, 270–281metaphysics, 21, 22, 71, 213,215, 216, 218, 219, 223, 224,232, 233, 281

causation, 22, 225, 231commonsense, 57inertia, 57hylomorphism, Priestley’s, 60,61, 71, 215, 232objection to, 219, 221

philosophy, 60, 213, 214, 219,232, 233

physics, 57deduction, 217induction, 217logic, 92

Aristotle, 22, 57, 60–62, 68, 71, 84,127, 214, 216, 217, 223, 227,279–281, 291, 319, 320

Art, 11, 32, 86, 102Astrology, 7, 21, 107, 112, 113,139, 176, 183, 184, 267

Atheism, 27–32, 35, 38, 43, 44, 89,117, 304, 307–310, 312–315, 318,322

Atomism (corpuscularianism), 17,49, 62–69, 71, 72, 74, 84, 216see also Mechanical Worldview,61, 64, 65, 84

ancient Greek, 51, 213, 249, 264,319

335

Sci & Educ (2009)

Galileo, 62, 66, 68, 280Descartes, 63, 66Boyle, 64, 66, 280Newton, 66, 280RomanCatholic opposition to, 72and theology, 69

Augustinianism, 217Australasian philosophy, 216Axiomatisation of science in, 228positivism, 227, 228

Background information, 168,170

Barometer, 223Bayes’ theorem, 168, 174, 176,186, 305, 307

Bayesian theory, 20, 55, 168, 173likelihoods, 175

Benedictines, 214Berlin Circle, 227Bible, literalism prophecies, 314Big-bang, 92, 311Biodiversity, 19, 135, 136, 138,146, 204

Biotechnology, 211, 251Birmingham Riot, 275Bollandist Catalogue of Catholicsaints, 276

Border crossing, cultural ineducation, 3, 144

British Empiricism, 227, 230Buddhism, 17, 35, 89, 100, 139Burden of proof, 169Burning lens, 282Calvinism, 125, 126, 129, 274Capitalism, 118, 131, 250, 264,265, 293

Cartesian dualism, 84, 125Cartesian mechanics, 63, 119, 125,223

Catholic Church, 2, 51, 60, 65, 69,70, 218, 308

Catholicism, 91, 214Causal powers, 21, 22, 215, 231,232

Causation, David Lewis on, 233

Causation, Hume on, 22, 226, 227,233

Causation, Leibniz on, 225, 226Causation, nature of, 227Causation, perception of, 155, 227Chance and necessity, 247Chemical processes, 272, 289seventeenth-century studies of,281–282

Priestley’s investigations of, 271,282, 283, 287, 291

role of light, 289Chemistry, 8, 58, 102, 104, 139,195, 220, 221, 264, 271, 273, 275,276, 281, 283, 293, 295, 297, 308,310

China, 5, 215, 267, 293, 294Christianity, 17, 30, 32, 35, 69, 72,89, 90, 91, 100, 118, 136, 139,175, 214, 238, 277, 278, 293, 307,313, 314

Christianity, conservative, 240Christianity, liberal, 238, 240Christianity, medieval, 238Clash of civilisations, 5, 50, 272Cognitive neuroscience, 239Common descent, 239, 246, 247Common sense, 35, 36, 41, 42, 45,57, 87, 89, 152, 155, 193, 268,315, 320–323philosophy of, 36conception of air, 41Boyle’s criticism of, 280biology, 280

Confirmation, 66, 137, 168, 228,229

Conservation of energy, 58Consilience, 314, 318Constructivism, 17, 53, 56, 100education, in, 53

Contextualism, 84Contingent a priori knowledge,230

Controls, in scientific research,176

336 Sci & Educ (2009)

Copernicanism, 64Corporation Act, 274Corroboration, 84Cosmological argument, 29, 171Council of Trent, 67Creationism, Christian, 240, 245,246

Creationism, Islamic, 237, 241,243, 244, 248, 249

Creationism, young-earth, 239Critical Marxism, 260–263Critical theory, 260Critical thinking, 145, 184, 185Criticizability, 92, 95, 96, 321Cross-disciplinary teaching, 14Culturally PostulatedSuperhuman (CPS) Agents, 155,156, 158, 159

Culture, 3–5, 9, 10, 12, 14–17, 19,21, 23, 31, 32, 39, 43, 49–52,59–61, 70, 72, 82, 83, 87, 91, 94,95, 101, 109, 110, 112, 118,130, 131, 151, 152, 162, 193,197, 215, 238–241, 245–247,251, 259, 267, 271, 272, 291,294–296, 322, 323impact on science, 59, 70worldviews and, 5, 60, 72

Cumulative case, 315, 318Darwinian evolutionary theory, 239criticism of, 103

Darwinism, 2, 67, 243, 249Darwinism, social, 249Decontextualized method inscience (DA), 18, 194–196,200, 203

Deduction, 8, 217, 304, 305Deductive-nomological model ofexplanation, 229

Deism, 172, 178, 308Demarcation, of science andnon-science, 152

Demarcation, between naturaland supernatural, 182

Design, argument from, 176, 222,

223, 239, 251Determinism (see also Worldview,mechanical), 17, 20, 59, 65, 70,100, 195, 197, 263, 278

Disciplinary integration, 104Dispositional properties, 230, 232Divine hiddenness, argumentfrom, 173

Education, aims of, 53science (see Science education)Liberal, 5, 11, 13, 17, 33, 49, 54,56, 57, 74, 75, 274

Einstein, ‘cosmic religion’, 125,128ethics, 128Quantum theory, rejection of,129

Eleatic Principle, 232Electricity, animal, 120Electro-magnetic, conception ofnature field theory, 117, 119,120, 123, 124, 129–131

Electrons, as fundamentalparticles, 220

Enlightenment, 4, 10, 11, 21, 51,52, 59, 61, 65, 67, 69, 71, 73, 75,156, 157, 172, 178, 213–218, 223,261, 262, 271–273, 276–278, 291,293, 295, 298opposition to, 21, 218cultural responses to, 4educational aspirations, 295India, impact on, 52United States, impact onconstitution, 52

philosophers, 52, 59, 61, 65Newton’s influence onachievements of, 276, 277materialist tradition in, 278

Epicureanism, 217Epistemology, 2, 10, 20, 23, 58,60, 74, 154, 179, 219, 220, 226,227, 257–259, 272, 276, 278, 279,295

Essence, real vs. nominal, 219, 230

Sci & Educ (2009) 337

Ether, Newton on, 106, 223Evidence, 5, 15–17, 19, 20, 22, 27,29–40, 42–45, 54, 55, 59, 68, 82,87, 88, 90, 92, 96, 101, 103, 108,109, 111, 114, 115, 137–139,151–154, 156–159, 163, 165,167–186, 193, 196, 198, 199, 202,205, 206, 217, 219, 226, 228, 229,239, 243, 244, 259, 276, 298,303–307, 309, 310, 312–318,320–324

Evil, problem of, 303, 307, 308,316

Evolution, (see also Darwinism)Darwinian, 2, 85, 108, 182,183, 237, 240, 244, 246, 247, 249,251–253guided, 245, 247, 248

Evolutionary ethics, 85, 161Evolutionary theory (see alsoDarwinism), 58, 138, 166, 243,245, 249

Explanation, scientific, 31, 38, 39,55, 91, 93, 151, 161, 168, 215,220, 221, 229, 231

Extensional logic, 227, 231Faith, 19, 22, 35, 37, 42, 43, 67–69,90, 91, 95, 114, 136–139, 141,145, 149, 151–155, 158–166, 163,177, 179, 185, 207, 237, 243, 247,249, 292, 303, 307, 322

Falsification, 55, 170, 178, 217,228

Feminist epistemology, 272Field theory, 65, 121, 129, 225First Amendment, 138Fitra, 248, 249Five-Mile Act, 274Flying Spaghetti Monster, 170, 177Formism, 84Franciscans, 69, 217French Revolution, 275, 293Spirituality, French school of, 223Gender roles, 249Genesis, 96, 139, 228, 238

Geology, 8, 102, 104, 239, 308German Naturphilosophie, 117,119

God, existence of, 17, 29, 57, 81,92, 93, 113, 137, 140, 156, 167,171–173, 175, 178, 180, 223, 305,307, 320as scientific hypothesis, 160,171, 173, 175,

Gravitational theory, 91, 121Gravity, Aristotle on, 232Newton’ theory, 91, 223, 224,228, 232

Einstein’s theory, 121, 232Green Revolution, 55, 205Green-matter problem, 288Grue, 229Habits of Mind, scientific,(see Science, Habits of Mind),5, 29, 50, 52, 59, 74, 275

Harvard Committee, 13Harvard Project Physics, 13Hegelian dialectic, 84, 260, 261Hinduism, 5, 17, 100, 139Historical awareness in scienceeducation, 118

Historical vignettes, 293History of science, 2, 12, 14, 15,51, 96, 117, 118, 130, 176, 213,215, 216, 266–268, 276, 284, 293,294, 296in science teaching, 12, 130, 296

Homosexuality, 143, 144, 249Human agency, 193, 197–199, 207,208nature, 18, 27, 52, 59, 86, 193,194, 249, 277

rights, 2, 143, 208, 250Human Genome Project, 5, 29, 54,201

Humanism, 85, 86, 260, 262Humanities, 22, 27, 31, 32, 38–41,43, 45, 115, 152, 303, 309, 313,315–318, 323

Hylomorphism, 60, 61, 71, 72,

338 Sci & Educ (2009)

215, 232Hypothetico-deductive model of,scientific explanation, 88, 168,172, 175

Idealisation in science, 55, 151,218

Idealism, 8, 88, 89, 262, 319Ideology, 4, 250, 257–260, 262,265

Ignorance, argument from, 170Impetus theory, 57Improbability, argument from,172, 178

Indigenous Knowledge, 94Indoctrination, 15, 40, 56, 108,248

Induction, Aristotle’s conceptionof, 217new riddle, of, 228, 232traditional problem, of, 228, 232

Inductivism, 12, 88Inertia, 56–58, 118, 121, 124, 127,128, 222Aristotelian, 57medieval, 57Galilean, 58Newtonian, 58, 120, 128, 222law of, 56, 58

Infinite regress, 171Inquiry teaching, 5, 12, 14, 18, 50,92, 166

Instrumentalism, 15, 55, 296Intelligent Design, 20, 108, 113,114, 135, 136, 141, 144, 165, 167,171, 172, 175, 176, 181, 183, 199,224, 240, 244–246, 248, 277, 292

Islam, 5, 17, 30, 35, 89, 90, 139,175, 237, 238, 240, 242, 244,246–248, 250–252, 307science, and, 60, 237, 238, 245,246, 252medieval, 245

Sunni, 242Islamizing science, 237, 246, 252Japan, 241

Judaism, 30, 139, 175, 240, 307Kantianism, 2, 90, 219, 227, 260,319

Law of nature, 86Learning, with understanding, 56,323

Liberal education (see Education),5, 11, 17, 33, 49, 54, 56, 57, 74,75, 274

Liberalism, 89, 275, 278, 293Liberation, theology (seeTheology), 208

Lisbon earthquake, 174Literalism, scriptural, 137, 158Literature, 1, 3, 9, 38, 52, 55, 56,72, 73, 81, 82, 86, 93, 100, 102,136–138, 144, 152, 155, 158, 159,173, 180, 181, 211, 238, 240, 242,243, 257, 259, 260, 272–274, 294,296, 307, 316, 322, 323

Logic, 10, 16, 22, 27, 32–36, 42, 44,55, 66, 87, 88, 90–92, 94, 96,151–153, 170, 223, 227–231, 274,315, 320, 321, 324

Logical atomism, 66, 227Logical positivism, 162, 227, 231Logical thinking, in sciencestudents, 21, 267

Lunar Society, 275, 292Lysenko, 20, 21, 73, 258, 260, 265,267

Mach’s Principle, 124–126March of the Penguins, 135,139–142

Marxism, 2, 21, 70, 73, 89, 139,243, 248, 257–262, 266epistemology, 258, 259USSR, in, 2, 21, 260

Mass, 57, 58, 67, 69, 114, 119, 121,124, 220, 230, 231, 285, 317

Materialism (see worldviewmaterialist, metaphysicsmaterialist), 8, 10, 18, 20, 43–45,65, 83, 119, 136, 154, 155, 191,194–196, 198–200, 202, 203,

Sci & Educ (2009) 339

205–210, 241, 242, 244, 248,257–259, 262–265, 278, 279, 312emergent, 8, 20, 259, 263

Mathematics, 10, 11, 14, 30, 51,56, 64, 68, 85, 127–130, 170, 218,224, 227, 244, 296

Mathematics, development of in19th century, 227

Matter, Electro-magneticconception of, 123, 124mechanical conception of, 120

Mechanical philosophy, 63, 64,223, 225

Mechanical worldview(see Worldview, mechanical),21, 22, 61, 62, 64, 65, 84, 280

Mechanical worldview, 21, 22, 61,62, 64, 65, 84, 280Islamic opposition to, 253Roman Catholic opposition to,67–70

Mechanics, 54, 58, 65, 91, 92, 105,106, 113, 118, 119, 121, 123–126,129, 130, 176, 195, 219, 232, 320Middle Ages, in, 57, 60–61

Mechanism (see Worldview,mechanical), 8, 9, 58, 65, 84,107, 113, 120, 138, 157, 158, 160,163, 175, 206, 239, 247, 274, 284,291, 311

Medieval philosophy, 62, 84, 290science, 216, 217Synthesis, 62

Merton College, Oxford, 217Metabolism, 264Metaphysics, 2, 14, 17, 21, 22, 49,56, 58–60, 62, 64–67, 70–75, 86,154, 182, 194, 213–216, 218, 219,223–225, 232, 233, 246, 247, 281,289, 296, 323science, and, 2, 14, 21, 56, 58,59, 66, 71, 74, 182, 213, 215, 216,218, 224, 232religion, and, 59, 65, 73, 74empirical confirmation of, 66

Soviet Union, in, 73, 265force, of, 225theology, and, 86materialist, 154

Methodological naturalism (seeNaturalism, methodological), 8,31, 38, 85, 91, 93, 107, 154, 155,292, 321, 322

Methodological pluralism, 111,199

Mill’s Methods, 217Mind, theory of, 180Mind-body distinction, 160,174, 223

Miracles, 6, 8, 27–29, 31, 38, 45,59, 67, 69, 93, 112, 140, 173, 224,276, 303, 309, 310, 313, 316–318,320, 322

Misconception, 19, 39, 136, 296Modal logic, 22, 230, 320Moral Theory, 162Morality, 29, 100, 161–163, 177,239, 243, 246, 249–252

Mouse test for ‘goodness’ of air,285

Multiculturalism, 81, 82, 94, 95,131, 271education, in, 94, 95, 131, 271

Multiverse, 179, 311Mysticism, 84National Science EducationStandards (USA), 13, 50

Natural kinds, 21, 215, 221, 230Natural law, 86, 156, 222, 250, 320Natural theology (see Theology,natural), 150, 321, 322

Naturalism, methodological, 8, 31,38, 85, 91, 93, 107, 154, 155, 292,321, 322ontological, 8, 31, 85, 93scientific, 17, 86, 151, 154, 156

Nature of Science (NOS), 1, 3, 4,5, 11, 12, 14–16, 19, 22, 30, 32,50, 56, 82, 89, 145, 149–152, 166,217, 258, 271, 272, 293, 321

340 Sci & Educ (2009)

international curricula, 271statements, 166

presuppositions, 152USA Science EducationStandards, 13, 50

history of science, dependenceupon, 14, 51indoctrination about, 56

Near-death experience, 177, 315Necessary a posteriori knowledge,230

Neo-Aristotelianism, 215Neo-Platonism, 217Neptune, discovery of, 105Neuroscience, 151, 159, 160, 174,239

Newton, Rules of Reasoning, 106Newtonian physics, 115, 215Nitrous air test for ‘goodness’ ofair, 285–287

Non-belief, argument from, 173,315

Non-overlapping magesteria(NOMA), 16, 19, 74, 159, 163,167, 179, 180, 317

Normal science, 59, 219, 224Norway, State EducationFramework, 50, 51

Objectivity, 42, 260, 263Observational/theoreticaldistinction, 284

Occasionalism, 226Ontology, 7, 8, 19–21, 58, 60,62, 64, 65, 72, 154, 233, 257–259,278, 319

Organicism, 84Ottoman Empire, 241Out-of-body experience, 177, 315Papal States, 276Paradigm, 42, 83, 119, 131, 262,273, 304, 307

Paranormal phenomena, 175, 176,182, 184

Paris Oratory, 223Parsimony (also Simplicity), 34,

35, 277, 320Penguins, 19, 135, 136,139–144

Phenomenalism, 88, 89, 229Philosophy of science, Islamic,245, 252Positivism, 228

Photosynthesis, 271, 272, 279,280, 282, 285, 287, 290,295–297children’s understanding of,271, 297

Priestley’s discovery of, 271,282, 287

history of, 290Physical intentionality, 232Physicalism, methodological, 85ontological, 85, 93

Physics, 7, 8, 13, 18, 22, 29, 53,56–58, 62, 64–66, 84, 85,102–104, 108, 110, 111, 113,117–122, 124–131, 152, 154,177, 215, 216, 218, 219, 221,223–225, 231, 232, 239, 252, 265,266, 280, 310, 311, 320

Platonism, 69, 84, 216, 217, 248Pneumatic chemistry, 271, 283origins of, 283

Poland, 240, 276Positivism (see Philosophy ofScience), 228

Postmodernism, 258Prayer, 6, 8, 16, 31, 59, 157, 173,176, 179–182, 184–186, 214, 276,285, 303, 309, 310, 316, 317, 322scientific investigation, of, 173,179, 310

Predicate logic, 227, 228Presuppositions of science (seeScience), 8, 10, 16, 18, 22, 27–29,32, 33, 35, 36, 38, 43, 45, 87–89,92, 152, 154, 162, 182, 303, 320,321, 324

Priestley, Joseph, 15, 17, 61, 65,69, 73, 225, 271, 273–280,

Sci & Educ (2009) 341

281–298reputation, 273Life, 271, 273, 274–277, 293America, life in, 275publications, 271, 276materialism, and, 278airs discovered by, 275, 283Royal Society talks, 283, 284Providence, and, 290, 291House, 275

Primary and secondary qualities,61, 62Galileo’s distinction, 61, 62

Projectile motion, 57prophecies, 176, 183, 314, 315Providence, 14, 63, 290–292Priestley’s belief, in, 290, 291Darwin, impact of, 14, 292

Pseudoscience, 30, 145, 181, 182,184, 243, 244, 250

Psychology, 4, 56, 85, 104, 105,120, 151, 159, 160, 180, 181, 193,209, 278

Pythagoreanism, 217Qu’ran, 83, 138, 238–240, 246,247, 249, 251, 252

Quantum theory, 53, 65, 129Einstein’s rejection of (seeEinstein), 129

Rationality, 36, 38, 42, 59, 73, 96,109, 153, 198, 208, 273

Realism, 8, 9, 16, 22, 27, 32, 33,39, 58, 59, 84, 87–90, 152, 216,258, 263, 303, 319, 321, 323

Reasoning ability, students, 55Reductionism, 195Reformation, theology (seeTheology) 129

Relativity, general theory, 19, 106,117, 118, 121–125, 127–131, 178special theory, 19, 106, 113, 117,118, 120, 131

Religion, philosophy of, 307psychology of, 180nature of, 150

Religious belief, 5–7, 14, 29, 73,74, 96, 135, 151, 161, 163, 179,181, 206, 223, 244, 273, 276prevalence, 5–6revelation, 6prayer, power of, 181angels (Jinn), 7, 181miracles, 6classrooms, discussing in, 163worldviews, and, 5, 7, 14philosophy, and, 96

Respiration, 272, 283, 284, 286,287, 290, 297

Resurrection of Jesus Christ, 45,112, 309, 314, 317

Revelation, 6, 59, 72, 89, 90, 137,150, 209, 252, 291, 292, 314

Risk assessment, 199, 205, 206, 208Romanticism, 120Root-metaphor theory, 84,Royal Society of London, 111,220, 226, 267, 275, 283, 284, 286,304, 305Copley Medal, 283, 286

Russell’s celestial teapot, 170Scholastic philosophy, medieval,60, 63, 64, 67

Scholasticism, 63, 70, 71, 225Columbia, in 70Roman Catholic Church, in 60medieval philosophy, and, 60,63, 64, 67

Science education, 3–5, 7, 8,10–14, 18–23, 28, 29, 39, 42,43, 49, 50, 53, 54, 56, 74, 81,82, 86, 94–96, 118, 130, 131, 135,136, 144, 145, 149, 163, 165,184, 191, 208, 210, 237, 257, 259,266, 267, 273, 297, 303, 307, 314,316, 319, 323, 324

Science Education Standards,USA, 13, 50

Science Wars, 4, 272Science, 1–23, 27–45, 49–61, 63,65–67, 69–75, 81–96, 99–115,

342 Sci & Educ (2009)

117, 118, 122–126, 128–131,135–139, 141, 144, 145, 149–154,156, 159–163, 165–168, 170, 172,175–185, 191, 192, 194, 195,197–211, 213–222, 224, 225,226–233, 237–253, 257–268,271–274, 276, 277, 279–281,283–286, 288, 290, 292–298, 303,304, 307–310, 313–324culture, dependence upon, 49, 52presuppositions of, 8, 10, 16,18, 22, 27–29, 32, 33, 35, 36,38, 43, 45, 87–89, 92, 152, 154,162, 182, 303, 320, 321, 324

methods of, 12, 21, 28, 52, 86,152, 181, 267, 272, 304, 321

method versus methodology, 4,5, 12, 36, 39, 50

‘Habits of Mind’ (scientificattitude) 5, 29, 50, 52, 59, 74,275

philosophy, relation, to, 4, 8, 12,13, 20–22, 49, 52–56, 59, 63,71, 100, 103, 213, 214, 217,219, 227, 230, 232, 233, 245,252, 259

ethics (values), and, 61, 128metaphysics, and, 14, 36, 56, 58,59, 65, 67, 72, 74, 213, 245

conventionalism, and, 17worldviews, and, 1, 3, 8, 10–12,14–18, 20, 23, 28, 30, 32, 52,53, 59, 60, 74, 82, 96, 100, 117,130, 257, 298, 303, 304, 307,316, 324

worldviews, reconciliationoptions, 7, 8, 21, 49, 72

political dimensions of, 20, 55,277

nature of, 1, 3–5, 11, 12, 14–16,19, 22, 30, 32, 50, 56, 82, 89,145, 149–152, 166, 217, 258,271, 272, 293, 321

aims of, 53, 86, 170, 182, 192,194, 195, 199, 201, 203–206,

208–210, 220ethos of, 92Wars (see Science Wars)education (see Scienceeducation), 4, 272

Scientific explanation, 8, 15, 17,31, 38, 39, 55, 82, 91, 93, 101,151, 161, 168, 215, 220, 221, 229,231, 261Marxism, 261, 262method (see Science), 5, 82realism, 16, 22, 32, 88, 216, 303terms, definition of, 86, 257, 258theory, interpretation of, 15,131, 154‘Habits of Mind’, (see Science),5, 29, 50, 52, 59, 74, 276‘Temper’, 5, 52, 74

Scientific Revolution, 10, 17, 21,49, 59, 60, 64, 65, 67, 70,71, 84, 96, 118, 156, 213–216,218, 219, 265, 273worldview, changes in, 10, 67,84

scientists as philosophers, 62–65Scientism, 16, 26, 29, 39, 86, 112Secularism, 242, 244, 247, 250Secularization, 237, 240Skepticism, 26, 35, 41, 42, 88,89, 92, 111, 151, 169, 170, 176,178, 239, 247, 320

Social sciences, 11, 31, 82, 85, 152,199, 201–203, 259, 261, 265

Soda (Pyrmont) water, 284, 285,288, 293, 295

Soul, immortality of, 2, 159, 160,223

Special creation, 67, 239, 240Spinoza’s theology, 125, 126Spirits, 7, 8, 17, 35, 59, 67, 73, 85,90, 91, 93, 94, 105, 119, 158, 170,175, 177, 180, 181, 183, 276, 278,312

Standard Model in particlephysics, 221

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Statistics, 92, 174strategies, agroecological, 196,204, 207, 208

strategies, of the decontextualizedapproach, 196, 204

Substantial form, 22, 60, 61, 63,64, 215, 219, 223, 225

Supernatural beliefs, 239, 248scientific testing of, 20, 171incidence of, 6–7worldviews, 19, 20, 165, 166,177, 180, 181, 183

historical connections withscience, 156

agents, 7, 8, 156, 157, 180, 181,239, 292, 312

Synthetic a priori knowledge, 227Taliban worldview (seeWorldview, Taliban), 17, 100,101

Technology, 5, 7, 14, 30, 51, 118,129, 131, 136, 214, 236, 238, 240,244, 246, 248, 250–252, 293

Technology, influence of onscientific development, 51, 262,266

Teleology, 21, 67, 107, 262, 290Darwinian rejection of, 108, 292historical belief in, 107–108traditional beliefs in, 107, 109,110, 111, 262

Templeton Foundation, 174Testability, 20, 27, 34, 37–39, 92,167–169, 171, 177, 315, 321

Testimonial evidence, 309Theism, 27, 29–32, 37, 38,149, 154, 156, 157, 292, 304,307–315, 317, 322

Theological presuppositions of,18, 118science, 129, 130

Theology, Calvinist, 125, 126, 129liberal, 153, 253Lutheran, 129Muslim, 244, 248

Natural, 16, 18, 22, 27, 37–39,96, 99, 102, 111, 112, 114, 115,137, 150, 156, 183, 290, 291,303, 313–316, 321, 322

process, 130, 137of liberation, 208Reformation, in the, 119, 126,128, 129

Theoretical terms, 12, 55, 228–230status of, 55

Theory change, 86Thermodynamic conception ofnature, 119

Thermodynamics, 65, 119, 139,183, 244

Thomism (see also Scholasticism),2, 60, 63, 67, 70–73, 225Roman Catholic Church, andthe contemporary, 2, 60

Traditional EcologicalKnowledge, 94, 272

Transcendent, 85, 99, 102, 105,174, 251

transgenics, 201, 202, 204–206, 211Transubstantiationdoctrine of, 17, 67, 69, 71, 91hylomorphism, dependenceupon, 71

Trinitarianism, 90, 275Truth, 4, 5, 10, 12, 15, 20, 27, 37,40, 42–44, 53, 59, 62, 66, 69, 70,73, 75, 86, 88, 100, 103, 104, 109,111, 137, 145, 151, 156, 158, 163,165, 166, 168, 171, 173, 178, 182,184, 198, 209, 218, 220, 222, 227,230, 233, 243, 252, 259, 273, 274,279, 285, 292, 305, 306, 319–321,324

Turkey, 241–245, 247, 250Two-body problem, 91Unitarianism, 90, 274, 275, 278, 283United Kingdom, sciencecurriculum, 12, 14

Universities, influence of onscientific development, 41

344 Sci & Educ (2009)

Value judgment, 206Values of sustainability andgrassroots empowerment(VSGE), 204, 206, 208

Values of technological progress(VTP), 200–206, 208, 210

Values of technological progress,presuppositions of, 201–203,205, 208

Verification conditions, 228Vienna Circle, 227Vitalism, 72Weltanschauung, 28, 82, 85, 150Western Marxism, 260, 261Westernization, 241Willow-tree experiment of vanHelmont, 281

Witchcraft, 230, 276Worldview, Christian, 59, 83, 90,115, 208, 209, 279, 283, 292, 313convictions, 22, 41, 303, 304,311, 316, 317, 323

definition of, 82, 83import of science, 27–33, 36, 37,39–41, 45, 82, 152, 304, 319,

323, 324materialist, 18, 83, 191, 194, 195,198–200, 202, 203, 206, 208,209, 262, 277

mechanical, 21, 22, 65, 84, 280reasoning about, 304, 306scientific, 1–3, 5, 7–9, 17, 19, 49,52, 59, 65, 67, 81, 82, 84–86,95, 135, 138, 145, 149–152,158, 159, 162, 163, 193, 194,210, 211

children’s learning, and, 15culture, and, 5, 72, 272religious, 1, 7, 9, 17, 19, 49,67, 83, 85, 89, 91, 96, 118, 131,135, 144, 145, 149–152, 162,163, 193, 206–209

Taliban, 17, 100, 101

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Contributors

Alberto Cordero is professor of philosophy and history at Queen’s College and the

Graduate Centre, City University of New York; and Honorary Director of the Program

for Scientific Thought, Universidad Peruana Cayetano Heredia, Lima, Peru. He has a

PhD in philosophy from the University of Maryland; a MPhil degree in philosophy of

science from Trinity College, Cambridge; and a MSc degree in nuclear physics from

Worcester College, Oxford. Among his recent publications are: ‘Why Objectivist

Programs in Quantum Theory Do Not Need an Alternative Logic’, forthcoming

DATE??? in Paul Weingartner (ed.), Alternative Logics: Do Sciences Need Them?,

Springer Verlag; ‘Rival Theories Without Observable Differences’, in M. Pauri (ed.),

Observability, Unobservability and Their Impact on Scientific Realism, Kluwer

Academic Publishers, 2000; ‘Physics and the Underdetermination Thesis: Some

Lessons from Quantum Theory’, forthcoming in Proceedings of the Twentieth World

Congress of Philosohy, S. Dawson (Managing Editor). Boston: Federation

Internationale de Societes de Philosophie & Boston University; ‘Two Bad Arguments

Against Naturalism’, in J. Mosterın (ed.), Current Issues in the Philosophy of Biology,

1998.

Taner Edis is an associate professor of physics at Truman State University,

Kirksville, MO, USA. He was born and raised in Turkey, where he completed his first

science degree, before moving to the USA where he received his PhD in physics from

the Johns Hopkins University. He has written extensively on science and religion; his

most recent book is An Illusion of Harmony: Science and Religion in Islam(Prometheus Books 2007).

Yonatan I. Fishman is an assistant professor of neurology at Albert Einstein College

of Medicine of Yeshiva University, Bronx, New York. He received his BA in

cognitive science and cell biology from Vassar College, and his MS and PhD in

neuroscience from Albert Einstein College of Medicine of Yeshiva University. He

currently does research in the Laboratory of Behavioral Neurophysiology at Albert

Sci & Educ (2009)

Einstein College of Medicine investigating neural mechanisms underlying auditory

scene analysis and the cortical processing of complex sounds such as those of music

and speech.

Hugh G. Gauch, Jr. is a senior research specialist in Crop and Soil Sciences at

Cornell University. He received a BS in botany from the University of Maryland in

1964 and an MS in plant genetics from Cornell University in 1966. His research

specialty is statistical analysis of ecological and agricultural data. He has written three

books, 80 papers, and statistical software that has gone to over 4,000 laboratories. His

most recent book is Scientific Method in Practice, published by Cambridge University

Press in 2002, which also has a Chinese edition published by Tsinghua University

Press in 2004.

Enrico Antonio Giannetto is professor of History of Physics at the University of

Bergamo, Italy. He is a graduate of the University of Padova in theoretical, elementary

particle physics. He studied the history of science at the Domus Galilaeana in Pisa,

and obtained his doctorate in theoretical physics (on a quantum-relativistic theory of

condensed matter) at the University of Messina. He has been working for many years

at the University of Pavia within the History of Science & Science Education Group.

His research interests cover the foundations, the history and epistemology of quantum

and relativistic physics and cosmology, of medieval and modern physics, and science

education.

Stuart Glennan is professor of philosophy at Butler University. He received his BA

in philosophy and mathematics at Yale University, and his PhD in philosophy from

the University of Chicago. He has published papers in philosophy of biology,

philosophy of psychology, and general philosophy of science. His research interests

include causation, explanation, and the structure and function of scientific models and

theories.

Gurol Irzik is a professor of philosophy at Bogazici University, Turkey and a

member of the Turkish Academy of Sciences. He received his BS degree in electrical

engineering and MA degree in mathematics, both from Bogazici University, and his

PhD degree in Philosophy of Science from Indiana University, Bloomington in 1986.

He was a visiting fellow at the Center for Philosophy of Science, Pittsburgh University

and a visiting professor at Duke and Auckland Universities. He has published articles

on causal modelling, Carnap, Popper, Kuhn, ciritical rationalism, science education,

human needs, and commercialization of science in such journals as British Journal forthe Philosophy of Science, Philosophy of Science, Studies in History and Philosophyof Science, Economics and Philosophy, Science & Education and in various

collections. He is the co-aouthor (with R. Nola) of Science, Philosophy, Educationand Culture (Springer 2005) and co-editor (with Guven Guzeldere) of Turkish Studiesin the History and Philosophy of Science (Springer 2005).

John Lamont is a lecturer in systematic theology at the Catholic Institute of Sydney.

He received his DPhil in philosophical theology, at Oxford University (2000), his

Sci & Educ (2009)

Licentiate in sacred theology (STL), at the College dominicain de philosophie et

theologie, Ottawa (1996), his Master of Studies degree in philosophy, at Oxford

University (1988), his BA (Hons) in philosophy and economics, from University of

Manitoba (1986). He has published Divine Faith (Ashgate, 2000). Among his articles

are ‘The nature of the hypostatic union’, The Heythrop Journal (DATE ????);

‘Aquinas on subsistent relation’, Recherches de theologie et philosophie medievale,

(2004); ‘Plantinga on Belief’, The Thomist (2001); ‘Aquinas on divine simplicity’, TheMonist, (1997); and ‘An argument for an uncaused cause’, The Thomist (1995).

Hugh Lacey is Scheuer Family Professor Emeritus of Philosophy at Swarthmore

College and Visiting Research Fellow in a project, ‘The Origins and Meaning of

Technoscience’, in the Philosophy Department, Universidade de Sao Paulo. He

received his BA (1962) and MA (1964) degrees from the University of Melbourne,

and his PhD degree (1966) in History and Philosophy of Science from Indiana

University. In recent years he has written extensively on issues of the role of values in

science, publishing the following books: Is Science Value Free? (London, Routledge,

1999); Values and Objectivity in Science (Lanham, MD, Lexington); A Controversiasobre os Transgenicos: questo~es eticas e cientıficas (Sao Paulo, Ideias eLetras, 2006).

Michael R. Matthews is an associate professor in the School of Education at the

University of New South Wales. He has degrees in Geology, Psychology, Philosophy,

History and Philosophy of Science, and Education. His PhD in philosophy of education

is from UNSW. He has taught in high school, Teacher’s College and universities, and

was Foundation Professor of Science Education at the University of Auckland. His

books include The Marxist Theory of Schooling: A Study of Epistemology and Edu-cation (Humanities Press 1980); Science Teaching: The Role of History and Philoso-phy of Science (Routledge 1994); Challenging New Zealand Science Education(Dunmore Press 1995); and Time for Science Education: How Teaching the Historyand Philosophy of Pendulum Motion can Improve Science Literacy (Plenum Publishers

2000). His edited books include The Scientific Background to Modern Philosophy(Hackett 1989); History, Philosophy and Science Teaching: Selected Readings (Tea-

chers College Press 1991); Constructivism in Science Education: A PhilosophicalExamination (Kluwer Academic Publishers 1998); Science Education and Culture(Kluwer Academic Publishers 2001, with F. Bevilacqua and E. Giannetto); and ThePendulum: Scientific, Historical, Philosophical and Educational Perspectives(Springer 2005, with A. Stinner and C.F. Gauld). He has published widely in science

education, philosophy of science, and philosophy of education journals.

Robert Nola is professor of philosophy at The University of Auckland. He obtained

an MA and MSc in Philosophy and Mathematics and a PhD in Philosophy at The

Australian National University. He teaches and publishes in philosophy of science and

related issues, including the sociology of science and science education. He also

published papers in nineteenth century philosophy, including Marx and Nietzsche. His

research areas are epistemology, metaphysics, and philosophy of science, especially

issues to do with realism and relativism. He has twice had a Visiting Fellowship at the

Pittsburgh University Centre for Philosophy of Science. His recent books include a

Sci & Educ (2009)

collection (with Howard Sankey), After Popper, Kuhn and Feyerabend; Recent Issuesin the Theory of Scientific Method (Kluwer, 2000) and the book Theories of ScientificMethod (Acumen Publishing, 2007). Earlier he had published Rescuing Reason: ACritique of Anti-Rationalist views of Science and Knowledge, (Kluwer, 2003). With

Gurol Irzik he published Philosophy, Science, Education and Culture (Springer,

2005). His most recent publication is a collection of papers, co-edited with David

Braddon-Mitchell Conceptual Analysis and Philosophical Naturalism (MIT Press,

2009). A recent departure is work on politics and religion in the paper ‘Religion is

Owed no Respect’ to appear in the Croatian Journal of Philosophy.

Michael Reiss is assistant director and professor of science education at the Institute

of Education, University of London. He obtained his BA, MA, PhD, and PGCE

degrees from the University of Cambridge, and an MBA degree from the Open

University. He is Chief Executive of Science Learning Centre London, Honorary

Visiting Professor at the University of York, Docent at the University of Helsinki,

Director of the Salters-Nuffield Advanced Biology Project, a member of the Farm

Animal Welfare Council and editor of the journal Sex Education. His research and

consultancy interests are in science education, bioethics and sex education. Science

education books of his include Jones, L. & Reiss, M.J. (eds) Teaching about ScientificOrigins: Taking Account of Creationism (2007), Peter Lang; Braund, M. & Reiss, M.J.

(eds) Learning Science Outside the Classroom, Routledge Falmer (2004); Reiss, M.J.

Understanding Science Lessons: Five Years of Science Teaching, Open University

Press (2000), and Reiss, M.J. Science Education for a Pluralist Society, Open

University Press (1993).

Constantine D. Skordoulis is professor of physics and epistemology of natural

sciences in the Department of Education, University of Athens. He has studied in the

Faculty of Natural Sciences in the University of Kent at Canterbury, UK and worked

as a visiting researcher in Oxford, Jena and Groningen. He is a member of the

International Academy of the History of Science and Secretary of the Teaching

Commission of the Division of History of Science and Technology of the International

Union of History and Philosophy of Science. He is the editor of the interdisciplinary

journal Kritiki and his research focuses on the materialist conception of nature and the

diffusion of scientific ideas in the European periphery.

Sci & Educ (2009)