Abstract

Philosophy of science is a rapidly evolving and increasingly inclusive academic field. It is one of the most dynamic branches of philosophy. However, for the most part, philosophy of science has been taught historically by recounting and tracing through discussions and debates from the early to late twentieth century. Great texts of positivism, instrumentalism, demarcation, falsification, paradigm shifts, realism, observation and so on are handed out to students and critically assessed. There is something rather puzzling about this way of teaching philosophy of science, since contemporary philosophy of science has moved on significantly and is arguably distinct from the historical subject, just as current science has many features different from the science of Kuhn’s and Popper’s day. Such philosophical work, however, often only seems to make a late appearance in such courses. It often seems that we teach philosophy of science solely as an exercise in point and refutation, leaving stu ..