ABSTRACT
There has been a long tradition in education that has advocated the cultural, educational, personal and scientific benefits of infusing HPS into science classes, curricula and teacher education, or, in current terms, of bringing the NOS into classrooms, curricula and teacher education. This might be called the normative NOS tradition, the tradition that argues that, for a range of personal, cultural and disciplinary purposes, students learning science should also learn about science, in particular its philosophical or methodological distinctiveness. Joseph Priestley, in the eighteenth century, could be thought of as the founder of this tradition, as shown in Chapter 7. He wrote the first ever books on the history of electricity and the history of optics, so that natural philosophers could learn from the successes and failures of those who went before them. In the nineteenth century, the central figures in this tradition were William Whewell (Whewell 1855), Thomas Huxley (Huxley 1868/1964) and Ernst Mach (Mach 1886/1986). In the early decades of the twentieth century, John Dewey (Dewey 1910), in the US, and Frederick Westaway (Westaway 1929) and Eric Holmyard (Holmyard 1924), in the UK, were central figures. In the North American world, the tradition was continued, in the 1940s, by Joseph Schwab (Schwab 1949); in the 1960s, by Leo Klopfer (Klopfer 1969) and James Robinson (Robinson 1968); and in the 1970s, by Jim Rutherford (Rutherford 1972, 2001), Gerald Holton (Holton 1975, 1978), Robert Cohen (Cohen 1975) and Michael Martin (Martin 1972, 1974).
