A New Principle of Demarcation: A Modest Proposal for Science and Science Education

In light of the complaints of some that study of the history or philosophy of science could be of no value to scientists themselves, some specific advantages are discussed. Likewise, possible sources of the complaint are identified as resulting from the history of the philosophy of science movement in its attempt to use science to attack idealism, as well as the introduction of various a priori views. A remedy for scientists and science teachers is proposed by way of a new principle which seeks to demarcate those elements of the history and philosophy of science of greatest use to them.