ABSTRACT
. . . textbooks must distort history significantly in order to convey the current state of a discipline in a linear, coherent way. Textbooks truncate “the scientists sense of his discipline’s history and then proceed to supply a substitute for what they have eliminated.” In order to do this, textbooks present only a small part of history—the portion of history that authors can easily present as contributing to the development and solution of today’s paradigm problems. 1
