Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future

Historical studies of science pedagogy have flourished in recent years. This essay offers an assessment of the literature on science pedagogy from the 1930s to the present. It argues that rather than focusing on the work of Thomas Kuhn and Michel Foucault, historians of science pedagogy could with profit turn to the work of Ludwik Fleck. Fleck offers three categories of historical analysis – experience, sensation, and cognition – that are embedded in science pedagogy. He furthermore argues unequivocally for the central importance of considering the cultural context of science pedagogy. Fleck’s interpretation of the role of publishing in science is used in the final section of this essay to assess scientific publishing and textbook culture, topics that are the principal concern of the articles in this volume. Among the novelties of the articles in this volume on textbooks are (1) the connections they draw between textbooks and social structure; (2) the relationships they suggest between textbooks and the public sphere; and (3) their identification of the eighteenth century as the crucial transformative century in textbook production.     

弗莱克研究现状及其在中国的意义

路德维克·弗莱克,微生物学家。如今在国际上,他被广泛地认为是库恩思想的先驱和科学社会学的创始人,但在国内却鲜为人知。本文通过梳理弗莱克的思想和前人对弗莱克的研究,浅析了其在中国科学史、科学哲学和科学社会学研究中的意义。