A Defense of Humanistic Science Education in the Context of Metallurgical History

Abstract

There is as much history in science as there is science in history, but rarely does science education pay as much mind to history and historians as history education does to science and scientists. This paper presents a case for more comprehensive, universal incorporation of science history and ethics into core science curricula, using a focused examination of metallurgy and its interface with history to motivate the broader point that education in a science is made more engaging, complete, and useful by the inclusion of its history. The discussion concludes with an overview of some measures that educational researchers and policymakers have already taken or proposed to promote a shift toward history-inclusive science education.