Opinion

​In order to make better educational use of the wide geographical and disciplinary reach of this HPS&ST Newsletter, invitations are extended for readers to contribute opinion pieces about any aspect of the past, present or future of HPS&ST studies. ​Such pieces can be sent direct to editor. Ideally they might be pieces that are already on the web, in which case a few sentences introduction, with link to web site can be sent.  If not on the web they will be placed there with a link.

• Elizabeth Rata, Peter Schwerdtfeger , David Lilis, and Raymond Richards
  

Open Letter to New Zealand Prime Minister Opposing the Inclusion of Mātauranga Māori as Science in the School Curriculum
Text available HERE

•  George Reisch and Adam Tamas Tuboly

Philipp Frank: The Humane Face of Logical Positivism
Text available HERE

•  Daniel Everett, trustee professor of cognitive sciences, Bentley University in Massachusetts. 

Charles Sanders Peirce (1839-1914): The American Aristotle?*
Text available HERE
*Reproduced with permission from Aeon Magazine.  Originally, 15 August 2021

•  Wonyong Park, University of Southampton 

How Science Education helps Learning from Disasters: Grenfell and Sewol
Text available HERE

•  Crispin Sartwell, Associate professor of philosophy at Dickinson College in Pennsylvania

Truth is Real
Text available HERE

• Ibrahim Halloun , Professor of Physics and Education,Lebanese University, Lebanon

 Systemic Cognition and Education
Text available HERE

•  Tom McLeish, Professor of Natural Philosophy, Department of Physics, University of York.

Creativity and Constraint in Science and the Arts
Text available HERE

• Peter Garik , Physics & Education, Boston University

  Gerald Holton’s Contribution to Physics Education
Text available HERE

• Michael R. Matthews,  School of Education, UNSW, Sydney, Australia

  Thomas Kuhn and Science Education: A Troubled Connection
Text available HERE

• Magdalena Kersting, Education Department, University of Oslo

 Following in the Footsteps of Einstein: Modernising Physics Education Using History and Philosophy of Science
Text available HERE

• Michael R. Matthews,  School of Education, UNSW, Sydney, Australia
  

  Indigenous Science and the Science Curriculum: The New Zealand Debate
Text available HERE

• Paul Alstein (Utrecht Univristersity), Magdalena Kersting (University of Oslo), Sam Rijken (Erasmus University Rotterdam), & Lukas Verburgt (Netherlands Institute for Advanced Study

From conceptual change to scientific imagination: An interdisciplinary workshop at the crossroads of HPS and science education research
Text available HERE

• Adrian Bardon, Wake Forest University Professor of Philosophy, Wake Forest University

Coronavirus responses highlight how humans are hardwired to dismiss facts that don’t fit their worldview
Text available HERE

• James Franklin, School of Mathematics and Statistics, University of New South Wales​

Mathematics as a science of the real world: Aristotelian realist philosophy of mathematics
Text available HERE

• Denis Dutton, Professor of Philosophy, editor of the Arts & Letters Daily.​

Language Crimes: A Lesson in How Not to Write, Courtesy of the Professoriate
Text available HERE

• Victor Moberger, Stockholm University, Sweden
  

Pseudophilosophy encourages confused, selfindulgent thinking ​
Text available HERE

• Bradley E. Alger, Professor Emeritus, University
  of Maryland School of Medicine

The Usefulness of Popper: A Scientist’s Response to Professor Charlotte Sleigh
Text available HERE

• Alan Lightman, MIT

Where Science and Miracles Meet
Text available HERE

• Jeremy Shearmur, Emeritus Fellow, Australian National University

Abusing Popper
Text available HERE

• Charlotte Sleigh, Editor of the British Journal for the History of Science 

The Abuses of Popper*
Text available HERE
*Originally published in Aeon Magazine, 16 February 2021

• Igal Galili, The Hebrew University of Jerusalem, Israel

The Beauty and Pleasure of Understanding
text available HERE

• Hugh Aldersey-Williams, Author and Journalist. Studied Natural Sciences at University of Cambridge, UK. 

Huygens, senior and junior: How a father’s mere curiosity about nature evolved during the Dutch Golden Age into the son’s focused scientific enquiry*
text available HERE
*Originally published at Aeon on 8 January 2021

• Art Hobson, Professor Emeritus of Physics,  University of Arkansas, USA  

Big History: We All Need to Know
text available HERE

• Steven French, Professor of the Philosophy of Science, University of Leeds.  

Theories in History and in Practice
text available HERE

• Ibrahim A. Halloun, H Institute, Lebanon.  

Time to heed the alarm raised 35 years ago over a continuing failure in science learning 
text available HERE

• Robert Nola, Philosophy Department, University of Auckland, New Zealand

Pessimistic Humanism and Existential Threats
text available HERE

• Breno Arsioli Moura, Center of Natural Sciences and Humanities, Federal University of ABC, Santo André, Brazil 

Franklin and the kit: What can we learn from this episode?
text available HERE

• Nathan Willig Lima & Matheus Monteiro Nascimento, Physics Department, Universidade Federal do Rio Grande do Sul, Brazil
  

A new challenge in the environmental scenario: Will Science Education defeat PostTruth?
text available HERE

• Henk W. de Regt,  Institute for Science in Society, Radboud University, The Netherlands

Science and the Desire to Understand
text available HERE

• Robert Frodeman* & Evelyn Brister**

* Professor of Philosophy at the University of Tennessee, Chattanooga.
** Associate Professor of Philosophy at Rochester Institute of Technology 
The Impact of Philosophy – And the Philosophy of Impact
text available HERE

• Norman Lederman, Illinois Institute of Technology Chicago, Illinois

Replicable, Reproducible, and Generalisable: Implications of Scientific Hallmarks for Research in Education
         and

• Keith S. Taber, Professor of Science Education, University of Cambridge, UK

Is Reproducibility a Realistic Norm for Scientific Research into Teaching?
texts available HERE

Note: These OpEds are in dialogue with Bradley E. Alger's "Is Reproducibility a Crisis for Science?" available HERE

• Frederick Grinnell, Department of Cell Biology, Ethics in Science and Medicine Program, UT Southwestern Medical Center

Discovery in the Everyday Practice of Science: Abduction and the Logic of Unintended Experiments
​Text available HERE

• Bradley E. Alger, Professor Emeritus, Department of Physiology, University of Maryland School of Medicine

 Is Reproducibility a Crisis for Science?
​Text available HERE

• Tom McLeish, Department of Physics, University of York

Science + Religion
​Text available HERE

• Michael Corballis*, Elizabeth Rata,**  and Robert Nola***
  

*University of Auckland, Emeritus Professor in Psychology
**University of Auckland, Director of Knowledge in Education Research Unit
***University of Auckland, Emeritus Professor in Philosophy
 The Defence of Science and the Status of Māori Knowledge
Text available HERE

• Maurice Finocchiaro, Philosophy Department, University of Nevada-Las Vegas 

Galileo’s Legacy: Avoiding the Myths and Muddles 
Text available HERE

• Michael R. Matthews, School of Education, University of New South Wales

Feng Shui: Philosophical Appraisal and Educational Opportunity
Text available HERE

• Daniel J. Kennefick, Physics Department, University of Arkansas, USA

The Problem of Scientific Bias: The 1919 Astronomical Confirmation of Einstein’s Theory 
Text available HERE

• Ron Good, Professor Emeritus, Louisiana State University

The Two Darwins: Erasmus and Charles on Evolution
Text available HERE

• Nicholas Maxwell, Philosophy Department, University College London

The Metaphysics of Science and Aim-Oriented Empiricism
Text available HERE

• Lucie Laplane, Paolo Mantovani, Ralph Adolphs, Hasok Chang, Alberto
  Mantovani, Margaret McFall-Ngai, Carlo Rovelli, Elliott Sober, and Thomas
  Pradeu

​Why Science Needs Philosophy*
Text available HERE
*Proceedings of the National Academy of Science, March 5, 2019 116 (10) 3948-3952

• Thomas J.J. McCloughlin, School of STEM Education, Innovation & Global Studies, Dublin , Ireland

Beware the Greeks: Sources for the History of Gravity in Science Teaching            
Text available HERE 

• Bettina Bussmann, Philosophy Department, University of Salzburg, Austria & Mario Kötter, Center for Biology Education at the WWU, Muenster, Germany

Between Scientism and Relativism: Epistemic Competence as an Important Aim in Science and Philosophy Education
 Text available HERE 

• Robin Attfield, Philosophy Department, Cardiff University, UK

Climate Change and Philosophy
Text available HERE

• Dhyaneswaran Palanichamy & Bruce V. Lewenstein,  School of Biology, Cornell University, USA 

​​Teaching research integrity – Using history and philosophy of science to introduce ideas about the ambiguity of research practice
Text available HERE

• Frederick Grinnell, Department of Cell Biology, UT Southwestern Medical Center

Teaching research integrity – Using history and philosophy of science to introduce ideas about the ambiguity of research practice
Text available HERE

• Aaron E. Carroll, Indiana University School of Medicine, USA

Creeping Bias in Research: Negative Results Are Glossed Over*
Text available HERE
*Originally published in New York Times, 24 September 2018​

• Michael R. Matthews, School of Education, University of New South Wales

Mario Bunge’s 99th Birthday
​Text available HERE​  

• Cormac O'Raifeartaigh, Waterford Institute of Technology, Ireland

History of Science in Schools
Text available HERE

• ​Hugh Lacey, Swarthmore College & University of São Paulo

Appropriate Roles for Ethical and Social Values in Scientific Activity
Text available HERE

• ​Gerald Holton, Mallinckrodt Professor of Physics and Professor of the history  of science, emeritus, Harvard University

Tracing Tom Kuhn’s Evolution: A Personal Perspective
Text available HERE    

• Monica H. Green, History Department, Arizona State University

On Learning How to Teach the Black Death
​Text available HERE

• Steven Pinker, Harvard University

The Intellectual War on Science: It’s wreaking havoc in universities and jeopardizing the progress of research
Text available HERE

• ​Michael Ruse, Philosophy Department, Florida State University

Does Life Have Meaning? Or is it Self-Deception at Best and Terrifyingly Absurd at Worst?
Text available HERE

• Mario Bunge, Philosophy Department, McGill University, Montreal

In Defense of Scientism* 
​Text available HERE
*Based on the article in Free Inquiry Vol. 35, No. 1, pp. 24-31, 2015.

• Susan Haack, Philosophy and Law Departments, University of Miami

 The Future of Philosophy, the Seduction of Scientism
 Text available  HERE

• Nicholas Maxwell, Philosophy Department, University College London

​What’s Wrong with HPS and What Needs be Done to Put it Right?
Text available HERE

• Heinz W. Droste, sociologist, writer and journalist

An Interview with Mario Bunge 
Text available HERE

• ​Nicholas Maxwell, Philosophy Department, University College London

The Crisis of Our Times, and What to Do about It
Text available  HERE​

• Eric Scerri, Dept. of Chemistry, UCLA, USA

Bringing Science Down to Earth*​           
Text available  HERE
*Originally published in The Los Angeles Times on February 20th, 2017.

• Robert Nola, Emeritus Professor of Philosophy, University of Auckland​

Fake News in the Post-Truth World*              
Text available  HERE
 * Originally published in The New Zealand Herald on December 26, 2016.

• Adam Piovarchy, PhD Candidate, University of Sydney & Laura D'Olimpio,  University of Notre Dame, Australia​                

Want to improve NAPLAN scores? Teach children philosophy
Text available  HERE

• Matthew Stanley, New York University ​

Why Should Physicists Study History?     
Text available HERE     
Source: Physics Today (2016, vol.69, no.7)

• Philip. A. Sullivan, Professor Emeritus, University of Toronto.  ​

Mathematics Teaching in Ontario’s Public Schools                 
Text available HERE                       

• Gregory Radick, University of Leeds​

Teach students the biology of their time: An experiment in genetics education reveals how Mendel’s legacy holds back the teaching of science
​Text available HERE
(Thanks to Springer Nature for allowing wider distribution of this article and link.)