ABSTRACT
In the preceding three chapters, the authors presented ways in which science (and engineering) came to bear on their lives in three different settings: a mother concerned with the well-being of her baby; a person struck with a chronic (and for a long time) undiagnosed, disabling illness; and a long-time engineer turned educator in an ethnographic study of engineering education. Although some readers may come to this book thinking that such accounts are utterly singular, the very fact that the stories can be told (in language) and understood testifies to their cultural possibility and therefore to their wide applicability. Here the three authors reflect on the key issues arising from their chapters and the implications that arise from them for lay and professional educators concerned with science for all.
