Abstract
RECENT discussions on the teaching of science recorded in NATURE indicate a wide diversity of opinion and a lack of co-ordinated and constructive suggestion. There is the disconcerting prevalence of self-denunciation among the ranks of science teachers themselves—the admission of 'over-specialization', a predilection to use the term 'humanities' with awe, and a persuasion that a smattering of the facts of all the sciences, pure and applied, is better than a training in scientific procedure. There is also a hankering after the deliberate training of character in the classroom, for example, by 'humanizing' scientific instruction. Smiles on “Character” pricks this bubble, in his first few pages. In brief, there are many who contend that unscientific science (that is, science taught and interpreted in the same way as the humanities as factual knowledge) is more desirable than the science advocated by Armstrong, Huxley and Perry.
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HANSEL, C. Science or Pseudo-Science. Nature 151, 618 (1943). https://doi.org/10.1038/151618a0
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DOI: https://doi.org/10.1038/151618a0
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