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| {{Science}} | |||
| '''Science''' (from the ] ''scientia'', meaning "knowledge") refers in its broadest sense to any ] knowledge-base or prescriptive practice that is capable of resulting in a prediction or predictable type of outcome. In this sense, ''science'' may refer to a highly skilled technique or ].<ref>{{cite web |url=http://www.m-w.com/dictionary/science |quote= a department of systematized knowledge as an object of study<the science of theology> '''. . .''' something (as a sport or technique) that may be studied or learned like systematized knowledge <have it down to a science> '''. . .''' a system or method reconciling practical ends with scientific laws <cooking is both a science and an art> |publisher=Merriam-Webster |title=Online dictionary |accessdate=2000-05-22}}</ref> | |||
| In its more restricted contemporary sense, science refers to a system of acquiring knowledge based on ], and to the organized body of knowledge gained through such ].<ref>{{cite web |url=http://www.m-w.com/dictionary/science |quote= knowledge or a system of knowledge covering general truths or the operation of general laws especially as obtained and tested through scientific method '''. . .''' such knowledge or such a system of knowledge concerned with the physical world and its phenomena |publisher=Merriam-Webster |title=Online dictionary |accessdate=2009-05-22}}</ref><ref name="Popper">{{cite book |last=Popper |first=Karl |authorlink=Karl Popper |title=The Logic of Scientific Discovery |origyear=1959 |edition=2nd English edition |year=2002 |publisher=Routledge Classics |location=New York, NY |isbn=0-415-27844-9 |oclc=59377149 |page=3}}</ref> This article focuses on the more restricted use of the word. Science as discussed in this article is sometimes called ] to differentiate it from ]—the application of scientific research to specific human needs—although the two are interconnected. | |||
| Science is a continuing effort to discover and increase human ] and understanding through disciplined ]. Using controlled methods, scientists collect ] evidence of natural or social ], record measurable ] relating to the observations, and analyze this information to construct ] explanations of how things work. The methods of scientific research include the generation of ] about how phenomena work, and ] that tests these hypotheses under controlled conditions. Scientists are also expected to publish their information so other scientists can do similar experiments to double-check their conclusions. The results of this process enable better understanding of past events, and better ability to predict future events of the same kind as those that have been tested. | |||
| ==Basic classifications== | |||
| ] are commonly classified along two major lines: ]s, which study natural phenomena (including ]), and ], which study ] and ]. These groupings are ] sciences, which means the knowledge must be based on observable ] and capable of being tested for its validity by other researchers working under the same conditions.<ref name=Popper>{{cite book | last = Popper | first = Karl | authorlink = Karl Popper | title = The Logic of Scientific Discovery | origyear = 1959 | edition = 2nd English edition | year = 2002 | publisher = Routledge Classics | location = New York, NY | isbn = 0-415-27844-9 | oclc =59377149 }}</ref><!-- p. 20 --> There are also related disciplines that are grouped into interdisciplinary and applied sciences, such as ] and ]. Within these categories are specialized scientific fields that can include elements of other scientific disciplines but often possess their own terminology and body of expertise.<ref>See: {{cite web | author=Editorial Staff | date=March 7, 2008 | url=http://www.seedmagazine.com/news/2007/03/scientific_method_relationship.php | title=Scientific Method: Relationships among Scientific Paradigms | publisher=Seed magazine | accessdate=2007-09-12 }}</ref> | |||
| ], which is sometimes classified within a third group of science called ], has both similarities and differences with the natural and social sciences. It is similar to ] sciences in that it involves an objective, careful and systematic study of an area of knowledge; it is different because of its method of verifying its knowledge, using ] rather than empirical methods.<ref name=Popper/><!-- p. 10-11 --> Formal science, which also includes ] and ], is vital to the empirical sciences. Major advances in formal science have often led to major advances in the empirical sciences. The formal sciences are essential in formulating and evaluating ], ], and ],<ref name=Popper/><!-- p. 79-82 --> both in discovering and describing how things work (natural sciences) and how people think and act (social sciences). | |||
| ==History and etymology== | |||
| {{main|History of science|Scientific revolution}} | |||
| While ] investigations of the natural world have been described since ] (for example, by ], ] and ]), and ]s have been employed since the ] (for example, by ], ] and ]), the dawn of modern science is generally traced back to the ], during what is known as the ] of the 16th and 17th centuries.<ref>. Washington State University</ref> | |||
| The word "science" comes through the ], and is derived in turn from the ] {{lang|la|''scientia''}}, "knowledge", the nominal form of the verb {{lang|la|''scire''}}, "to know". The ] (PIE) root that yields ''scire'' is ''*skei-'', meaning to "cut, separate, or discern".<ref>. See also details of the PIE root at .</ref> Similarly, the Greek word for science is 'επιστήμη', deriving from the verb 'επίσταμαι', 'to know'. From the ] to the ], ''science'' or ''scientia'' meant any systematic recorded knowledge.<ref>{{cite book | first=Neville | last=MacMorris | year=1989 | title=The Natures of Science | pages=pp. 31–33 | publisher=Fairleigh Dickinson University Press | location=New York | id=ISBN 0838633218 }}</ref> ''Science'' therefore had the same sort of very broad meaning that '']'' had at that time. In other languages, including French, Spanish, Portuguese, and Italian, the word corresponding to ''science'' also carries this meaning. | |||
| Prior to the 1700s, the preferred term for the study of nature was ], while English speakers most typically referred to other philosophical disciplines (such as ], ], ], ] and ]) as ]. Today, "moral philosophy" is more-or-less synonymous with "ethics". Far into the 1700s, science and ] were not quite synonymous, but only became so later with the direct use of what would become known formally as the ]. By contrast, the word "science" in English was still used in the 17th century (1600s) to refer to the ] concept of knowledge which was secure enough to be used as a sure prescription for exactly how to do something. In this differing sense of the two words, the philosopher ] wrote disparagingly in 1690 that "natural philosophy is not capable of being made a science".<ref name=Locke1838> {{cite book | |||
| | last=Locke | first=J. | authorlink=John Locke | year = 1838 | |||
| | title = ] | |||
| | publisher = Printed by Thomas Davison }}'']''</ref> | |||
| Locke was to be proven wrong, however. By the early 1800s, natural philosophy had begun to separate from philosophy, though it often retained a very broad meaning. In many cases, ''science'' continued to stand for reliable knowledge about any topic, in the same way it is still used in the broad sense (see the introduction to this article) in modern terms such as ], ], and ]. In the more narrow sense of ''science'', as natural philosophy became linked to an expanding set of well-defined laws (beginning with Galileo's laws, Kepler's laws, and Newton's laws for motion), it became more popular to refer to natural philosophy as natural science. Over the course of the nineteenth century, moreover, there was an increased tendency to associate science with study of the natural world (that is, the non-human world). This move sometimes left the study of human thought and society (what would come to be called ]) in a linguistic limbo by the end of the century and into the next.<ref name = Thurs>{{cite book | first=Daniel Patrick | last=Thurs | year=2007 | title=Science Talk: Changing Notions of Science in American Popular Culture| publisher=Rutgers University Press | location=New Brunswick, NJ | isbn = 978-0813540733 | oclc=170031241}}</ref><!-- p. 22-55 --> | |||
| Through the 1800s, many English speakers were increasingly differentiating science (i.e., the natural sciences) from all other forms of knowledge in a variety of ways. The now-familiar expression “],” which refers to the ''prescriptive'' part of how to make discoveries in natural philosophy, was almost unused until then, but became widespread after the 1870s, though there was rarely total agreement about just what it entailed.<ref name = Thurs/><!-- p. 74-79 --> The word "scientist," meant to refer to a systematically-working natural philosopher, (as opposed to an intuitive or empirically-minded one) was coined in 1833 by William Whewell.<ref name=Ross1962>{{cite journal | format = PDF | author = Ross, S. | year = 1962 | title = Scientist: The story of a word | journal = Annals of Science | volume = 18 | issue = 2 | pages = 65–85 | url = http://www.informaworld.com/index/739364907.pdf | accessdate = 2008-02-08 | doi = 10.1080/00033796200202722 <!--Retrieved from CrossRef by DOI bot-->}}</ref> Discussion of ]s as a special group of people who did science, even if their attributes were up for debate, grew in the last half of the 19th century.<ref name = Thurs/><!-- p. 69-74, 79-84 --> Whatever people actually meant by these terms at first, they ultimately depicted science, in the narrow sense of the habitual use of the scientific method and the knowledge derived from it, as something deeply distinguished from all other realms of human endeavor. | |||
| By the twentieth century (1900s), the modern notion of science as a special kind of knowledge about the world, practiced by a distinct group and pursued through a unique method, was essentially in place. It was used to give legitimacy to a variety of fields through such titles as "scientific" medicine, engineering, advertising, or motherhood.<ref name = Thurs/><!-- p. 95 --> Over the 1900s, links between science and ] also grew increasingly strong. | |||
| ==Scientific method== | |||
| ] determines the genetic structure of all life]] | |||
| {{main|Scientific method}} | |||
| ] of the ], like many ideas in the ], was at first prompted by and later partially disproved by experiment]] | |||
| A ] seeks to explain the events of ] in a ] way, and to use these reproductions to make useful ]s. It is done through observation of natural phenomena, and/or through experimentation that tries to simulate natural events under controlled conditions. It provides an objective process to find solutions to problems in a number of scientific and technological fields.<ref name=backer>{{cite web | |||
| | last=Backer | first=Patricia Ryaby | |||
| | date=October 29, 2004 | |||
| | url=http://www.engr.sjsu.edu/pabacker/scientific_method.htm | |||
| | title=What is the scientific method? | |||
| | publisher=San Jose State University | |||
| | accessdate=2008-03-28 }}</ref> | |||
| Based on observations of a phenomenon, a scientist may generate a ]. This is an attempt to describe or depict the phenomenon in terms of a logical physical or mathematical representation. As empirical evidence is gathered, a scientist can suggest a ] to explain the phenomenon. This description can be used to make predictions that are testable by experiment or observation using scientific method. When a hypothesis proves unsatisfactory, it is either modified or discarded. | |||
| ] of "Science" in front of the ]]] | |||
| While performing experiments, ]s may have a preference for one outcome over another, and it is important to ensure that this tendency does not bias their interpretation.<ref>{{cite web | |||
| | last=van Gelder | first=Tim | year=1999 | |||
| | url=http://www.philosophy.unimelb.edu.au/tgelder/papers/HeadsIWin.pdf | |||
| | format=PDF | |||
| | title="Heads I win, tails you lose": A Foray Into the Psychology of Philosophy | |||
| | publisher=University of Melbourne | |||
| | accessdate=2008-03-28 | |||
| }}</ref><ref>{{cite web | |||
| | last=Pease | first=Craig | |||
| | date=September 6, 2006 | |||
| | url=http://law-and-science.net/Science4BLJ/Scientific_Method/Deliberate.bias/Text.htm | |||
| | title=Chapter 23. Deliberate bias: Conflict creates bad science | |||
| | work=Science for Business, Law and Journalism | |||
| | publisher=Vermont Law School | |||
| | accessdate=2008-03-28 | |||
| }}</ref> A strict following of a scientific method attempts to minimize the influence of a scientist's bias on the outcome of an experiment. This can be achieved by correct ], and a thorough ] of the experimental results as well as conclusions of a study.<ref>{{cite book | |||
| | first=David | last=Shatz | year=2004 | |||
| | title=Peer Review: A Critical Inquiry | |||
| | publisher=Rowman & Littlefield | isbn=074251434X | |||
| | oclc=54989960 | |||
| }}</ref><ref>{{cite book | |||
| | first=Sheldon | last=Krimsky | year=2003 | |||
| | title=Science in the Private Interest: Has the Lure of Profits Corrupted the Virtue of Biomedical Research | |||
| | publisher=Rowman & Littlefield | isbn=074251479X | |||
| | oclc=185926306 }}</ref> After the results of an experiment are announced or published, it is normal practice for independent researchers to double-check how the research was performed, and to follow up by performing similar experiments to determine how dependable the results might be.<ref>{{cite book | |||
| | first=Ruth Ellen | last=Bulger | year=2002 | |||
| | coauthors=Heitman, Elizabeth; Reiser, Stanley Joel | |||
| | title=The Ethical Dimensions of the Biological and Health Sciences | |||
| | edition=2nd edition | isbn=0521008867 | |||
| | publisher=Cambridge University Press | |||
| | oclc=47791316 }}</ref> | |||
| Once a hypothesis has survived testing, it may become adopted into the framework of a ]. This is a logically reasoned, self-consistent model or framework for describing the behavior of certain natural phenomena. A theory typically describes the behavior of much broader sets of phenomena than a hypothesis—commonly, a large number of hypotheses can be logically bound together by a single theory. These broader theories may be formulated using principles such as ] (traditionally known as "]"). They are then repeatedly tested by analyzing how the collected evidence (]s) compares to the theory. When a theory survives a sufficiently large number of empirical observations, it then becomes a scientific generalization that can be taken as fully verified. | |||
| Unlike a mathematical proof, a scientific theory is ], and is always open to ] if new evidence is presented. Even the most basic and fundamental theories may turn out to be imperfect if new observations are inconsistent with them. Critical to this process is making every relevant aspect of research publicly available, which allows ongoing review and repeating of experiments and observations by multiple researchers operating independently of one another. Only by fulfilling these expectations can it be determined how reliable the experimental results are for potential use by others. | |||
| ===Mathematics=== | |||
| ]]] | |||
| ] is essential to the sciences. One important function of mathematics in science is the role it plays in the expression of scientific ''models''. Observing and collecting measurements, as well as hypothesizing and predicting, often require extensive use of mathematics. ], ], ], ] and ], for example, all are essential to ]. Virtually every branch of mathematics has applications in science, including "pure" areas such as ] and ]. | |||
| ], which are mathematical techniques for summarizing and analyzing data, allow scientists to assess the level of reliability and the range of variation in experimental results. Statistical analysis plays a fundamental role in many areas of both the natural sciences and social sciences. | |||
| ] applies computing power to simulate real-world situations, enabling a better understanding of scientific problems than formal mathematics alone can achieve. According to the ], computation is now as important as theory and experiment in advancing scientific knowledge.<ref>, SIAM Working Group on CSE Education. Retrieved ].</ref> | |||
| Whether mathematics itself is properly classified as science has been a matter of some debate. Some thinkers see mathematicians as scientists, regarding physical experiments as inessential or mathematical proofs as equivalent to experiments. Others do not see mathematics as a science, since it does not require an experimental test of its theories and hypotheses. Mathematical ]s and ]s are obtained by ] derivations which presume ]atic systems, rather than the combination of ] observation and logical reasoning that has come to be known as ]. In general, mathematics is classified as ], while natural and social sciences are classified as ] sciences.<ref>{{cite book | title = Philosophy of Science: From Problem to Theory | author = Bunge, Mario Augusto | year = 1998 | publisher = Transaction Publishers | isbn = 0-765-80413-1 | page = 24}}</ref> | |||
| ==Scientific community== | |||
| {{main|Scientific community}} | |||
| The scientific community consists of the total body of scientists, its relationships and interactions. It is normally divided into "sub-communities" each working on a particular field within science. | |||
| ===Fields=== | |||
| {{main|Fields of science}} | |||
| ] causes a ] to levitate above a ]]] | |||
| <!-- The organizational tables have been moved to the main article "Fields of science" --> | |||
| Fields of science are widely-recognized categories of specialized expertise, and typically embody their own ] and ]. Each field will commonly be represented by one or more ], where ] research will be published. | |||
| ===Institutions=== | |||
| ] visiting the {{lang|fr|]}} in 1671]] | |||
| ] for the communication and promotion of scientific thought and experimentation have existed since the ] period.<ref>{{cite web | last=Parrott | first=Jim | date=August 9, 2007 | url=http://www.scholarly-societies.org/1599andearlier.html | title=Chronicle for Societies Founded from 1323 to 1599 | publisher=Scholarly Societies Project | accessdate=2007-09-11}}</ref> The oldest surviving institution is the {{lang|it|'']''}} in ].<ref>{{cite web | year=2006 | url=http://positivamente.lincei.it/ | title=Benvenuto nel sito dell'Accademia Nazionale dei Lincei | language=Italian | publisher=Accademia Nazionale dei Lincei | accessdate=2007-09-11}}</ref> National ] are distinguished institutions that exist in a number of countries, beginning with the British '']'' in 1660<ref>{{cite web | url=http://www.royalsoc.ac.uk/page.asp?id=2176 | title=Brief history of the Society | publisher=The Royal Society | accessdate=2007-09-11}}</ref> and the French {{lang|fr|'']''}} in 1666.<ref>{{cite web | first=G.G. | last=Meynell | url=http://www.royalsoc.ac.uk/page.asp?id=2176 | title=The French Academy of Sciences, 1666-91: A reassessment of the French Académie royale des sciences under Colbert (1666-83) and Louvois (1683-91) | publisher=Topics in Scientific & Medical History | accessdate=2007-09-11}}</ref> | |||
| International scientific organizations, such as the '']'', have since been formed to promote cooperation between the scientific communities of different nations. More recently, influential government agencies have been created to support scientific research, including the '']'' in the ] | |||
| Other prominent organizations include the ] in Argentina, the ] of many nations, ] in Australia, {{lang|fr|]}} in France, ] and {{lang|de|]}} in Germany, and in Spain, ]. | |||
| ===Literature=== | |||
| {{main|Scientific literature}} | |||
| An enormous range of ] is published.<ref>{{cite journal | |||
| | last=Ziman | first=Bhadriraju | |||
| | journal=Science | |||
| | title=The proliferation of scientific literature: a natural process | |||
| | year=1980 | volume=208 | issue=4442 | |||
| | pages=369–371 | |||
| | doi= 10.1126/science.7367863 | |||
| | pmid=7367863 }}</ref> ]s communicate and document the results of research carried out in universities and various other research institutions, serving as an archival record of science. The first scientific journals, '']'' followed by the '']'', began publication in 1665. Since that time the total number of active periodicals has steadily increased. As of 1981, one estimate for the number of scientific and technical journals in publication was 11,500.<ref>{{cite book | |||
| | first=Krishna | last=Subramanyam | |||
| | coauthors=Subramanyam, Bhadriraju | year=1981 | |||
| | title=Scientific and Technical Information Resources | |||
| | publisher=CRC Press | isbn=0824782976 | |||
| | oclc=232950234 }}</ref> Today ] lists almost 40,000, related to the medical sciences only.<ref>ftp://ftp.ncbi.nih.gov/pubmed/J_Entrez.txt</ref> | |||
| Most scientific journals cover a single scientific field and publish the research within that field; the research is normally expressed in the form of a ]. Science has become so pervasive in modern societies that it is generally considered necessary to communicate the achievements, news, and ambitions of scientists to a wider populace. | |||
| ]s such as ], ] and ] cater to the needs of a much wider readership and provide a non-technical summary of popular areas of research, including notable discoveries and advances in certain fields of research. ]s engage the interest of many more people. Tangentially, the ] genre, primarily fantastic in nature, engages the public imagination and transmits the ideas, if not the methods, of science. | |||
| Recent efforts to intensify or develop links between science and non-scientific disciplines such as ] or, more specifically, ], include the ''Creative Writing Science'' resource developed through the ].<ref>{{cite web | first=Mario | last=Petrucci | |||
| | url=http://writeideas.org.uk/creativescience/index.htm | title=Creative Writing <-> Science | |||
| | accessdate=2008-04-27 }}</ref> | |||
| ==Philosophy of science== | |||
| {{main|Philosophy of science}} | |||
| ] atoms, confirming the discovery of a new phase of matter, the ]]] | |||
| The philosophy of science seeks to understand the nature and justification of scientific knowledge. It has proven difficult to provide a definitive ] that can decisively serve to distinguish science from non-science. Thus there are legitimate arguments about exactly where the borders are, which is known as the ]. There is nonetheless a set of core precepts that have broad consensus among published philosophers of science and within the ] at large. For example, it is universally agreed that scientific hypotheses and theories must be capable of being independently tested and verified by other scientists in order to become accepted by the scientific community. | |||
| There are different schools of thought in the philosophy of scientific method. ] maintains that scientific investigation must adhere to ] study and independent verification as a process for properly developing and evaluating natural explanations for ] phenomena.<ref>{{cite journal|journal = The Review of Metaphysics|title = Casebeer, William D. Natural Ethical Facts: Evolution, Connectionism, and Moral Cognition|author = Brugger, E. Christian|volume = 58| issue = 2|year = 2004}}</ref> Methodological naturalism, therefore, rejects ] explanations, ] and biased ]. ] instead holds that unbiased observation is not possible and a demarcation between natural and supernatural explanations is arbitrary; it instead proposes ] as the landmark of empirical theories and falsification as the universal empirical method. Critical rationalism argues for the ability of science to increase the scope of testable knowledge, but at the same time against its ], by emphasizing its inherent ]. It proposes that science should be content with the rational elimination of errors in its theories, not in seeking for their verification (such as claiming certain or probable proof or disproof; both the proposal and falsification of a theory are only of methodological, conjectural, and tentative character in critical rationalism).<ref>{{cite book | title = Conjectures and Refutations: The Growth of Scientific Knowledge | author = Popper, Karl | publisher = Routledge | year = 2002}}</ref> ] rejects the concept of truth and emphasizes merely the utility of theories as instruments for explaining and predicting phenomena.<ref>{{cite book|title = The Rationality of Science | author = Newton-Smith, W. H. | location = London | publisher = Routledge | year = 1994 | page = 30}}</ref> | |||
| ==Pseudoscience, fringe science, and junk science== | |||
| {{main| Pseudoscience|Fringe science|Junk science|Cargo cult science|Scientific misconduct}} | |||
| An area of study or speculation that masquerades as science in an attempt to claim a legitimacy that it would not otherwise be able to achieve is sometimes referred to as ], ], or "alternative science". Another term, ], is often used to describe scientific hypotheses or conclusions which, while perhaps legitimate in themselves, are believed to be used to support a position that is seen as not legitimately justified by the totality of evidence. A variety of commercial advertising, ranging from hype to fraud, may fall into this category. There also can be an element of political or ideological bias on all sides of such debates. Sometimes, research may be characterized as "bad science", research that is well-intentioned but is seen as incorrect, obsolete, incomplete, or over-simplified expositions of scientific ideas. The term "]" refers to situations such as where researchers have intentionally misrepresented their published data or have purposely given credit for a discovery to the wrong person. | |||
| ==Critiques== | |||
| ===Philosophical critiques=== | |||
| Historian ] termed science "a ] as ] as any in ]" and warned against the use of scientific thought to suppress considerations of ] as integral to ] existence.<ref>Jacques Barzun, ''Science: The Glorious Entertainment'', Harper and Row: 1964. p. 15. (quote) and Chapters II and XII.</ref> Many recent thinkers, such as ], ] and ] considered that the 17th century ] shifted science from a focus on understanding ], or ], to a focus on manipulating nature, i.e. ], and that science's emphasis on manipulating nature leads it inevitably to manipulate people, as well.<ref name=UW>Fritjof Capra, ''Uncommon Wisdom'', ISBN 0-671-47322-0, p. 213</ref> Science's focus on quantitative measures has led to critiques that it is unable to recognize important qualitative aspects of the world.<ref name=UW/> | |||
| Psychologist ] believed that though science attempted to understand all of nature, the experimental method used would pose artificial, conditional questions that evoke only partial answers.<ref>{{cite book | isbn = 0691017948 | title = Synchronicity: An Acausal Connecting Principle | page = 35 | publisher = Princeton University Press | last = Jung | first = Carl | year = 1973 | authorlink = Carl Jung}}</ref> David Parkin compared the ] stance of science to that of ].<ref>{{harvnb|Parkin|1991}} "Simultaneity and Sequencing in the Oracular Speech of Kenyan Diviners", p. 185.</ref> He suggested that, to the degree that divination is an epistemologically specific means of gaining insight into a given question, science itself can be considered a form of divination that is framed from a Western view of the nature (and thus possible applications) of knowledge. | |||
| Several academics have offered critiques concerning ] in science. In ''Science and Ethics'', for example, the philosopher ] examines the relevance of ethics to science, and argues in favor of making education in ethics part and parcel of scientific training.<ref>{{cite book | |||
| | first=Bernard E. | last=Rollin | year=2006 | |||
| | title=Science and Ethics | |||
| | publisher=Cambridge University Press | |||
| | isbn=0521857546 | |||
| | oclc=238793190 }}</ref> | |||
| ===Media perspectives=== | |||
| The ] face a number of pressures that can prevent them from accurately depicting competing scientific claims in terms of their credibility within the scientific community as a whole. Determining how much weight to give different sides in a ] requires considerable expertise regarding the matter.<ref>{{cite web | |||
| | last=Dickson | first=David | date=October 11, 2004 | |||
| | url=http://www.scidev.net/Editorials/index.cfm?fuseaction=readEditorials&itemid=131&language=1 | |||
| | title=Science journalism must keep a critical edge | |||
| | publisher=Science and Development Network | |||
| | accessdate=2008-02-20 | |||
| }}</ref> Few journalists have real scientific knowledge, and even ]s who know a great deal about certain scientific issues may know little about other ones they are suddenly asked to cover.<ref>{{cite web | |||
| | last=Mooney | first=Chris | year=2007 | |||
| | url=http://cjrarchives.org/issues/2004/6/mooney-science.asp | |||
| | title=Blinded By Science, How 'Balanced' Coverage Lets the Scientific Fringe Hijack Reality | |||
| | publisher=Columbia Journalism Review | |||
| | accessdate=2008-02-20 | |||
| }}</ref><ref>{{cite journal | |||
| | last=McIlwaine | first=S. | coauthors=Nguyen, D. A. | |||
| | title=Are Journalism Students Equipped to Write About Science? | |||
| | journal=Australian Studies in Journalism | |||
| | year=2005 | volume=14 | pages=41–60 | |||
| | url=http://espace.library.uq.edu.au/view/UQ:8064 | |||
| | accessdate=2008-02-20 }}</ref> | |||
| ===Politics=== | |||
| Many issues damage the relationship of science to the media and the use of science and scientific arguments by ]s. As a very broad generalisation, many politicians seek certainties and ''facts'' whilst scientists typically offer probabilities and caveats. However, politicians ability to be heard in the ] frequently distorts the scientific understanding by the public. Examples in ] include the controversy over the ] ], and the 1988 forced resignation of a Government Minister, ] for revealing the high probability that battery eggs were contaminated with '']''.<ref>, "On This Day," BBC News, December 3, 1988.</ref> | |||
| ==See also== | |||
| {{Portal|Science|Nuvola apps kalzium.png}} | |||
| {{main|Outline of science}} | |||
| * ] | |||
| ==Notes== | |||
| {{reflist|2}} | |||
| ==References== | |||
| * ] (2005). ''Science, history of the philosophy'', as cited in {{cite book |author=Honderich, Ted |title=The Oxford companion to philosophy |publisher=Oxford University Press |location=Oxford ] |year=2005 |pages= |isbn=0199264791 |oclc= 173262485|doi=}} of.'' Oxford Companion to Philosophy. Oxford. | |||
| * {{cite book|author=Feynman, R.P.|year=1999|title=The Pleasure of Finding Things Out: The Best Short Works of Richard P. Feynman|publisher=Perseus Books Group|isbn=0465023959 | oclc = 181597764}} | |||
| * ]. (2005). ''Science, problems of the philosophy of.'', as cited in {{cite book |author=Honderich, Ted |title=The Oxford companion to philosophy |publisher=Oxford University Press |location=Oxford ] |year=2005|isbn=0199264791 |oclc= 173262485}} | |||
| * {{Citation|last=Parkin|first=D|year=1991|article=Simultaneity and Sequencing in the Oracular Speech of Kenyan Diviners|editor=Philip M. Peek|title=African Divination Systems: Ways of Knowing|location=Indianapolis, IN|publisher=Indiana University Press}}. | |||
| ==Further reading== | |||
| * Augros, Robert M., Stanciu, George N., "The New Story of Science: mind and the universe", Lake Bluff, Ill.: Regnery Gateway, c1984. ISBN 0895268337 | |||
| * Baxter, Charles {{PDFlink||66.4 KB}} | |||
| * {{cite book|last=Becker|first=Ernest|title=The structure of evil; an essay on the unification of the science of man|location=New York|publisher=G. Braziller|year=1968|authorlink=Ernest Becker}} | |||
| * Cole, K. C., ''Things your teacher never told you about science: Nine shocking revelations'' ], ], March 23, 1986, pg 21+ | |||
| * Feynman, Richard | |||
| * Gopnik, Alison, , ], Winter 2004. | |||
| * Krige, John, and Dominique Pestre, eds., ''Science in the Twentieth Century'', Routledge 2003, ISBN 0-415-28606-9 | |||
| * ], '']'', 1962. | |||
| * MacComas, William F. {{PDFlink||189 KB}} Rossier School of Education, University of Southern California. Direct Instruction News. '''Spring 2002''' 24–30. | |||
| * {{cite book|last=Obler|first=Paul C.|coauthors=Estrin, Herman A.|title = The New Scientist: Essays on the Methods and Values of Modern Science | publisher = Anchor Books, Doubleday |date=1962}} | |||
| * {{cite book | first=Daniel Patrick | last=Thurs | year=2007 | title=Science Talk: Changing Notions of Science in American Popular Culture| pages=22–52 | publisher=Rutgers University Press | location=New Brunswick, NJ | isbn=978-0-8135-4073-3 }} | |||
| * ] (2008). ''Imagining the Future: Science and American Democracy''. New York, Encounter Books. ISBN 1594032092 | |||
| ==External links== | |||
| {{sisterlinks}} | |||
| '''Publications''' | |||
| * "'']''". ].org | |||
| '''News''' | |||
| * . ] Magazine, Reed Business Information, Ltd. | |||
| * | |||
| * | |||
| * from Discover Science & Engineering | |||
| '''Resources''' | |||
| * | |||
| * : | |||
| ** (ESOF) | |||
| * | |||
| * | |||
| * | |||
| * Dictionary of the History of Ideas | |||
| * University of California Museum of Paleontology | |||
| * . Selected science information provided by U.S. Government agencies, including research and development results. | |||
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Revision as of 01:18, 2 September 2009
made up vodoo to distroy jesus.