In setting standards for their science curricula, state and local boards of education invariably have to deal with the question of the nature of science because having students understand it is usually one of the mandates given to the drafting committees. This becomes especially necessary in order to know how to best respond when efforts are made to insert religious ideas into the science curriculum or to undermine those scientific ideas (like evolution) that are viewed by religious people as being opposed to religion. [Read more…]
