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If we adopt the opinion that science is principally a cultural object of interest to all citizens and not specialized knowledge that is appropriate only for a professional elite, we need to accept that science has long since lost any contact with everyday life, as indicated by the fact that scientific production, unlike artistic creation, is largely ignored by the general public. One of the reasons hindering science from functioning as a cultural object can be traced to scientific production being cut off from its history, since ‘‘the frenzied flight forward hinders the establishment of a permanent reference to the past, which is necessary for the creation of a tradition’’ (Levy-Leblond 2004). In recent years, individual scientists, research centres and educational organisations, such as science centres and amateur science associations, working towards the dissemination of scientific knowledge and its practices are recognising, more and more, the need to reinstate communication between the modern production of scientific knowledge and the general public (including school populations), through the upgrading of the cultural component of this knowledge. One of the ways in which the cultural component of scientific knowledge can be upgraded and a scientific tradition established that will restore the cultural meaning of science, is through the introduction of elements of the history and philosophy of science into the teaching of science. Within this framework, we can see a steady increase in the interest shown in researching the kind of contribution that the history and philosophy of science can make to the various formal or non-formal forms of science teaching. In Greece, a small but active community of researchers and educators has emerged, its main goal being to set forth issues and concerns regarding nature, the features and the content that can be provided by the relation between the history and the philosophy of science and science teaching itself. Four conferences on the history and philosophy of science and science teaching have already been held since 2001. Papers from two of these conferences have been published in special issues of Science & Education (Skordoulis and Halkia 2005; Skordoulis 2008), while the volume in hand contains a selection of papers that were presented at the 4th Hellenic Conference on the History and Philosophy of Science and Science Teaching, organised by

science and education

The 4th Hellenic Conference on the History and Philosophy of Science and Science Teaching “The Cultural Component of Science in Education”: Introduction