TY - JOUR
AU - ELKANA, YEHUDA
AB - Educ PhiL & Z%euq VOL 2, pp. 15-35 Pergamon Press 1970. Printed in Great Britain. Science, Ph ilosop hy of Science and Science Teaching’ YEHUDA ELKANA The Hebrew University of Jerusalem “Let me recite to you what history teaches: history teaches.”-Gertrude Stein. The philosophical traditions of our century are rooted in the scientific revolution of the seventeenth century. Most of these recent philosophical traditions are characterized by an urgent desire for ‘objectivity’, empiricism and elimination of all metaphysics, or rather, by an attempt to eliminate metaphysics. As a result, the very word ‘metaphysics’ has acquired a derogatory meaning. It is claimed that this anti-metaphysical attitude is the victory of human reason over obscurantism. This tradition sees in natural science the chief product of man’s rationality in the last three hundred years; thus the problems in the philosophy of science are the central problems of philosophy today. It is well known that there is a strong interaction between the philosophy of science? and the science of each generation. It is less often stated clearly that there is also an interaction between these two and the teaching of science in so far as it is the philosophy of science which moulds 
TI - Science, Philosophy of Science and Science Teaching*
JF - Educational Philosophy and Theory
DO - 10.1111/j.1469-5812.1970.tb00150.x
DA - 1970-01-01
UR - https://www.deepdyve.com/lp/taylor-francis/science-philosophy-of-science-and-science-teaching-IGAEd3QL7z
SP - 15
EP - 35
VL - 2
IS - 1
DP - DeepDyve
ER -