Foreword; Contents; New Perspectives in History, Philosophy and Science Teaching: An Introduction; Introduction; Structure and Contents; Conclusion; References; Part I: Science, Culture and Education; Chapter 1: Feng Shui: Educational Responsibilities and Opportunities; 1.1 Introduction; 1.2 The Cultural Contribution of Science Education; 1.3 Academic Neglect of Feng Shui; 1.4 Chi and Feng Shui; 1.5 Feng Shui Practice; 1.6 Commercial Feng Shui; 1.7 The Origin and Elaboration of Feng Shui; 1.8 Two Historical Encounters Between Feng Shui and the Western Scientific Worldview

1.8.1 Matteo Ricci1.8.2 Ernst Johann Eitel; 1.8.2.1 Feng Shui as a 'Black Art'; 1.8.2.2 Chinese Proto-Science and Avoidance of Experiment; 1.8.2.3 Astronomical Problems for Feng Shui; 1.8.2.4 Eitel's Appraisal of Feng Shui and the Educational Task in China; 1.9 Feng Shui, Education and Modernization of Chinese Culture; 1.10 Feng Shui and the Chinese Communist Party; 1.11 Teaching About Energy and Appraising Feng Shui; 1.12 Scientific Testing of Chi Claims; 1.13 Feng Shui as Pseudoscience; 1.14 Conclusion; References; Chapter 2: The Enlightenment: Truths Behind a Misleading Abstraction

2.1 What Is Enlightenment?2.2 Science and The Enlightenment; 2.3 What Is It to Be Enlightened?; 2.4 The Enlightenment Versus the Epidemiology of Being Enlightened; 2.5 Early Attempts to Define 'Enlightenment': Moses Mendelssohn and Immanuel Kant; 2.6 Some Modern Critics of "The Enlightenment"; 2.7 Conclusion; References; Chapter 3: The Enlightenment Tradition and Science Education in Turkey; 3.1 Introduction; 3.2 The Ottoman Context; 3.3 Eighteenth Century Reforms in the Ottoman Empire; 3.4 Nineteenth Century Reforms in the Ottoman Empire; 3.5 First Half of Twentieth Century: A New State

3.6 Military Coups: 1960-19803.7 Towards a Market Economy: 1980-2010; 3.8 Conclusion; References; Chapter 4: Cultural Studies of Science Education: An Appraisal; 4.1 Introduction; 4.1.1 Anti-science in Contemporary U.S. Culture; 4.1.2 Cultural Studies of Science: Re-conceptualizing Science and Science Education; 4.2 Postmodernism and the Cultural Studies of Science Education; 4.2.1 The Postmodern World-View; 4.2.2 Re-constructing Science; 4.2.3 The "Sciences" of Culturally Distinct Peoples; 4.2.3.1 Indigenous Knowledges; 4.2.3.2 Seeking Alternatives to the Scientific Way of Knowing

4.2.4 Constructivism and Scientific Knowledge4.2.4.1 Social Justice and CSSE; 4.3 The Basics of Modern Science; 4.3.1 Scientific Inquiry, Correspondence Theory of Truth, and Knowledge; 4.3.2 Reality and the Objects of Modern Science; 4.3.3 Reality, as "What Is", and Truth; 4.4 Conclusion; References; Part II: Teaching and Learning Science; Chapter 5: Epistemic Practices and Science Education; 5.1 Education Goals for Science and Engineering Education; 5.2 History, Philosophy, and Sociology of Science (HPS) and Epistemic Practices