Argues that epistemic and cultural values guide scientific progress and that the social structure of science is strengthened by a diversity of values. Claims that science exports values to the larger culture. Reasons that science teachers who understand the multifaceted relationship between science and values can more effectively guide students in…

Suggests that modern science adopts materialist strategies toward relationships between empirical data and theory because of an elective affinity between such strategies and a certain outlook on the control of nature. Claims that, when the roles of social values and cognitive values are kept distinct, sound theory acceptance can still be…

Criticizes Hugh Lacey's use of the term "materialist" when describing materialist strategies used during structuralist explanation in scientific practice. Examines the grounds for supposing an affinity between these strategies and the growing subordination of human values to the attractions of technological transformations of nature. Contains 15…

Criticizes Hugh Lacey's separation of cognitive values and social values in discussions of the nature of science. Claims that attempting to distinguish between cognitive and social ignores crucial complexities in the development and use of knowledge. Proposes that the proper distinction be between legitimate and illegitimate reasons in science as…

Suggests that Hugh Lacey's example of a clear-cut distinction between material and social constraints or possibilities in the Green Revolution is misleading. Proposes a material analysis of the control situation placed within the material framework of the social structure within which the control system is employed. (Author/WRM)

Claims that, in contrast to Hugh Lacey's arguments, current research in nonindustrialized nations demonstrates how a materialistic strategy of scientific understanding may be sensitive to cultural context. Concludes that differentiating ethical and scientific values is essential lest we conflate descriptive and normative processes. (Author/WRM)

Suggests that Hugh Lacey's vision of the schooling of science through the development of critical self-consciousness has been articulated by others at different times and probably from different ideological perspectives. Claims that knowledge of these other opinions will help Lacey in his search for education in science which promotes citizens'…

Lends further depth to arguments put forth by Hugh Lacey. Addresses the allegation made by the indigenous science movement that violence is evident in the control of nature because science is inherently violent--a charge which, if not refuted, undermines the claim that science is neutral. Considers the shortcomings of a school science curriculum…

Responds to criticisms of the previous article, "Scientific Understanding and the Control of Nature." Clarifies themes in the first article and reaffirms the significance of distinguishing between cognitive and social values to gain a better grasp of scientific understanding. (Author/WRM)

Galileo fit in well with the neo-Protagorian, person-relative framework that was emerging around him in the late 16th and early 17th centuries in Western Europe. For Galileo, all knowledge depended crucially and essentially on first person experience, and at the same time this knowledge was objective, not subjective. Comments on the educational…

Finds that interpretation of Galileo's only known experimental manuscript produces some interesting questions that offer pedagogical applications. Promotes classroom "research games" consisting of reconstructed experiments with Galileo's inclined plane and with other instruments to allow further speculation. (Author/WRM)

Presents the result of an empirical study on the reception and effectiveness of historical material being included in the physics program of a Swiss high school. (Author/NB)

Argues that, contrary to the common view, Galileo and the theologians of the Inquisition share the same fundamental principles of biblical interpretation. Contends that Galileo and these theologians thought that the Bible contained truths about nature, but Galileo denied what the theologians accepted as scientifically true. Contains 93 references.…

Distinguishes between Galileo's original 20-year trial and the subsequent 350-year controversy and the historical aftermath of the original episode from the reflective commentary on it. Provides an in-depth characterization and sketch of the historical aftermath and reflective commentary. Contains 90 references. (Author/WRM)

Employability skills recognition and recording models that are practical, cross-sectoral and consistent with life-long learning have the potential to be useful to many within the community. Students will benefit as they transition through and from school to work or further education and training. People in employment will benefit as they…