In engaging and conversational style, "Teaching About Evolution and the Nature of Science" provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world.
Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, "Teaching About Evolution and the Nature of Science" provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms
In a 1786 letter to a friend, Thomas
Jefferson called for “the diffusion of knowledge
among the people. No other sure foundation
can be devised for the preservation of
freedom and happiness.”1 Jefferson saw clearly
what has become increasingly evident since
then: the fortunes of a nation rest on the
ability of its citizens to understand and use
information about the world around them.
We are about to enter a century in which
the United States will be even more dependent
on science and technology than it has
been in the past.
Scientific and technological advances have had profound effects on human life.
In the 19th century, most families could expect to lose one or more children to
disease. Today, in the United States and other developed countries, the death
of a child from disease is uncommon. Every day we rely on technologies made
possible through the application of scientific knowledge and processes.
This work develops and defends a structural view of the nature of mathematics,
which is used to explain a number of striking features of mathematics
that have puzzled philosophers for centuries. It rejects the most widely
held philosophical view of mathematics (Platonism), according to which
mathematics is a science dealing with mathematical objects such as sets and
numbers—objects which are believed not to exist in the physical world.
We wrote this book to share with other ecologists what we have learned about the structure and
use of theory and its relationship to the myriad activities that constitute modern science. Our
own quest was motivated by the sometimes unclear way in which the term “theory” is used in
both scientifi c publications and informal discussions. We needed to fi nd out what theory was
and how it was built. We also wanted to evaluate the varied and often contradictory claims made
about what constitutes proper scientifi c practice.
This small volume is based upon three lectures on Eugenics delivered at Oberlin College in April, 1910. In
preparing them for publication many extensions and a few additions have been made in order to present the
subject more adequately and to include some very recent results of eugenic investigation.
Few subjects have come into deserved prominence more rapidly than has Eugenics. Biologists, social
workers, thoughtful students and observers of human life everywhere, have felt the growing necessity for
some kind of action leading to what are now recognized as eugenic ends.