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  1. (4 other versions)The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press. Edited by Otto Neurath.
    A scientific community cannot practice its trade without some set of received beliefs. These beliefs form the foundation of the "educational initiation that prepares and licenses the student for professional practice". The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. Scientists take great pains to defend the assumption that scientists know what the world is like...To this end, "normal science" will often suppress novelties which undermine its foundations. Research (...)
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  • Philosophy of science: a very short introduction.Samir Okasha - 2002 - New York: Oxford University Press.
    What is science? Is there a real difference between science and myth? Is science objective? Can science explain everything? This Very Short Introduction provides a concise overview of the main themes of contemporary philosophy of science. Beginning with a short history of science to set the scene, Samir Okasha goes on to investigate the nature of scientific reasoning, scientific explanation, revolutions in science, and theories such as realism and anti-realism. He also looks at philosophical issues in particular sciences, including the (...)
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  • The unnatural nature of science.Lewis Wolpert - 1992 - Cambridge: Harvard University Press.
    Shows that many of our understandings about scientific thought can be corrected once we realise just how unnatural science is. Quoting scientists from Aristotle to Einstein, the book argues that scientific ideas are, with rare exceptions, counter-intuitive and contrary to common sense.
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  • (4 other versions)The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - Chicago, IL: University of Chicago Press. Edited by Ian Hacking.
    Thomas S. Kuhn's classic book is now available with a new index.
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  • What Is This Thing Called Science?A. F. Chalmers - 1979 - Erkenntnis 14 (3):393-404.
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  • (1 other version)Uncommon sense: the heretical nature of science.Alan H. Cromer - 1993 - New York: Oxford University Press.
    The author (physics, Northeastern U.) draws on history, theories of human development, and 30 years of teaching to argue that scientific thinking, which is analytic and objective, goes against the grain of traditional human thinking and arose in Greece because of unique historical factors. Having taken an active interest in middle-level science education in recent years, he concludes with recommendations for an overhaul of science teaching to steer away from the pervasive over-abstraction at inappropriate grade levels. Annotation copyright by Book (...)
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  • The trouble with science.Robin Ian MacDonald Dunbar - 1996 - Cambridge: Harvard University Press.
    Science is not a great way to make money, or these days, even a job. But there are great riches in it, and in this book too. Tim Bradford, 'New Scientist'.
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  • Historical case studies: Teaching the nature of science in context.Allan R. Irwin - 2000 - Science Education 84 (1):5-26.
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