This ambitious critical history of the variety of disciplines we group together as the social sciences argues that the defining characteristic of social science, both historically and in the present, is ideology. Based originally on a flawed ideal of science, the 'social sciences' have incorporated and refined a set of assumptions about the nature of state and society, assumptions which have been institutionalized with the growth of modern universities. The book is in three main parts. It deals firstly with the history of certain key ides from the early modern period (assessing thinkers from Hobbes and Marx to Hegel, Weber, and Kuhn), before exploring the institutional and social features which have shaped the emergence of modern social science. Manicas goes on to reveal the ideological component of mainstream social science, concluding by suggesting and alternative realist philosophy for the future. Rigorous in scholarship and engaging in presentation, the book offers a brilliant combination of wide-ranging historical scholarship and a firm location in the current theoretical dilemmas of the social sciences.

This new edition of Volume II (last published in 1994) has been extensively expanded and revised in all areas. Fully updated, the new edition includes major changes and covers a span of topics from archaeology through medieval history to statistics. It includes philosophy, psychology, religion, social sciences, geography, biology and history. All areas have been completely updated with additional material in economics, business and management.

The first survey in the English language of the history of naturalistic monism in the works of Haeckel, Spinoza, and others. Contributors demonstrate that, to a greater extent than previously shown, monism provided an essential epistemological framework for numerous religious, political and cultural movements between the 1840s and 1940s.

Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education.

In its concern with science as an essentially human enterprise, Science, Faith and Society makes an original and challenging contribution to the philosophy of science. On its appearance in 1946 the book quickly became the focus of controversy. Polanyi aims to show that science must be understood as a community of inquirers held together by a common faith; science, he argues, is not the use of "scientific method" but rather consists in a discipline imposed by scientists on themselves in the interests of discovering an objective, impersonal truth. That such truth exists and can be found is part of the scientists' faith. Polanyi maintains that both authoritarianism and scepticism, attacking this faith, are attacking science itself.

Taking as its focus the wide-ranging character of the Enlightenment, both in geographical and intellectual terms, this second collection of articles by John Gascoigne explores this movement's filiation and influence in a range of contexts. In contrast to some recently influential views it emphasises the evolutionary rather than the revolutionary character of the Enlightenment and its ability to change society by adaptation rather than demolition. This it does by reference, firstly, to developments in Britain tracing the changing views of history in relation to the Biblical account, the ideological uses of science (and particularly the work of Newton) and their connections to developments in moral philosophy and the teaching of science and philosophy in response to Enlightenment modes of thought. The collection then turns to the wider global setting of the Enlightenment and the way in which that movement served to provide a justification for European exploration and expansion, developments which found one of their most potent embodiments in the diverse uses of mapping. The collection concludes with an exploration of the interplay between the experience of Pacific contact and the currents of thought which characterised the Enlightenment in Germany.

Though the publication of Kuhn's Structure of Scientific Revolutions seemed to herald the advent of a unified study of the history and philosophy of science, it is a hard fact that history of science and philosophy of science have increasingly grown apart. Recently, however, there has been a series of workshops on both sides of the Atlantic (called '&HPS') intended to bring historians and philosophers of science together to discuss new integrative approaches. This is therefore an especially appropriate time to explore the problems with and prospects for integrating history and philosophy of science. The original essays in this volume, all from specialists in the history of science or philosophy of science, offer such an exploration from a wide variety of perspectives. The volume combines general reflections on the current state of history and philosophy of science with studies of the relation between the two disciplines in specific historical and scientific cases.