Examines the development of chemistry in Britain 1760-1820 and relates it to civic life.

Does the general public need to understand science? And if so, is it scientists' responsibility to communicate? Critics have argued that, despite the huge strides made in technology, we live in a "scientifically illiterate" society--one that thinks about the world and makes important decisions without taking scientific knowledge into account. But is the solution to this "illiteracy" to deluge the layman with scientific information? Or does science news need to be focused around specific issues and organized into stories that are meaningful and relevant to people's lives? In this unprecedented, comprehensive look at a new field, Jane Gregory and Steve Miller point the way to a more effective public understanding of science in the years ahead.

This book offers the first comparative account of the changes and stabilities of public perceptions of science within the US, France, China, Japan, and across Europe over the past few decades. The contributors address the influence of cultural factors; the question of science and religion and its influence on particular developments (e.g. stem cell research); and the demarcation of science from non-science as well as issues including the ‘incommensurability’ versus ‘cognitive polyphasia’ and the cognitive (in)tolerance of different systems of knowledge.

Why did science emerge in the West and how did scientific values come to be regarded as the yardstick for all other forms of knowledge? Stephen Gaukroger shows just how bitterly the cognitive and cultural standing of science was contested in its early development. Rejecting the traditional picture of secularization, he argues that science in the seventeenth century emerged not in opposition to religion but rather was in many respects driven by it. Moreover, science did not present a unified picture of nature but was an unstable field of different, often locally successful but just as often incompatible, programmes. To complicate matters, much depended on attempts to reshape the persona of the natural philosopher, and distinctive new notions of objectivity and impartiality were imported into natural philosophy, changing its character radically by redefining the qualities of its practitioners. The West's sense of itself, its relation to its past, and its sense of its future, have been profoundly altered since the seventeenth century, as cognitive values generally have gradually come to be shaped around scientific ones. Science has not merely brought a new set of such values to the task of understanding the world and our place in it, but rather has completely transformed the task, redefining the goals of enquiry. This distinctive feature of the development of a scientific culture in the West marks it out from other scientifically productive cultures. In The Emergence of a Scientific Culture, Stephen Gaukroger offers a detailed and comprehensive account of the formative stages of this development—-and one which challenges the received wisdom that science was seen to be self-evidently the correct path to knowledge and that the benefits of science were immediately obvious to the disinterested observer.

From the 1950s to the digital age, Americans have pushed their children to live science-minded lives, cementing scientific discovery and youthful curiosity as inseparable ideals. In this multifaceted work, historian Rebecca Onion examines the rise of informal children’s science education in the twentieth century, from the proliferation of home chemistry sets after World War I to the century-long boom in child-centered science museums. Onion looks at how the United States has increasingly focused its energies over the last century into producing young scientists outside of the classroom. She shows that although Americans profess to believe that success in the sciences is synonymous with good citizenship, this idea is deeply complicated in an era when scientific data is hotly contested and many Americans have a conflicted view of science itself. These contradictions, Onion explains, can be understood by examining the histories of popular science and the development of ideas about American childhood. She shows how the idealized concept of “science” has moved through the public consciousness and how the drive to make child scientists has deeply influenced American culture.

Edited by Kris Rutten, Stefaan Blancke, and Ronald Soetaert, Perspectives on Science and Culture explores the intersection between scientific understanding and cultural representation from an interdisciplinary perspective. Contributors to the volume analyze representations of science and scientific discourse from the perspectives of rhetorical criticism, comparative cultural studies, narratology, educational studies, discourse analysis, naturalized epistemology, and the cognitive sciences. The main objective of the volume is to explore how particular cognitive predispositions and cultural representations both shape and distort the public debate about scientific controversies, the teaching and learning of science, and the development of science itself. The theoretical background of the articles in the volume integrates C. P. Snow's concept of the two cultures (science and the humanities) and Jerome Bruner's confrontation between narrative and logico-scientific modes of thinking (i.e., the cognitive and the evolutionary approaches to human cognition).

The importance of science and technology and future of education and research are just some of the subjects discussed here.