Abstract

When it comes to knowing about the scientific pasts that might have been – the so-called ‘counterfactual’ history of science – historians can either debate its possibility or get on with the job. The latter course offers opportunities for engaging with some of the most general questions about the nature of science, history and knowledge. It can also yield fresh insights into why particular episodes in the history of science unfolded as they did and not otherwise. Drawing on recent research into the controversy over Mendelism in the early twentieth century, this address reports and reflects on a novel teaching experiment conducted in order to find out what biology and its students might be like now had the controversy gone differently. The results suggest a number of new options: for the collection of evidence about the counterfactual scientific past; for the development of collaborations between historians of science and scientific educators; for the cultivation of more productive relationships between scientists and their forebears; and for a new seriousness and self-awareness about the curiously counterfactual business of being historical