In comparing and contrasting ideas that we have discussed so far one comes to mind in which I would like to elaborate on to point out the repercussions of such a problem. It involves the education system the way that America's children are being taught. I will analyze the American education system from a relatively neutral position. This position can also be argued to be not neutral by others, as we have seen in the Feminism and Science essays, but that is another paper. My argument is that children in today's education system are forced too heavily on the texts of science and not enough emphasis is put on critical thinking as well as historical importance in science. As we have discussed, science is taught and has been taught for a number of years through textbooks, which have been accumulated over the years to be adjacent and coherent to the authors understanding of such subjects. This however is done for a reason I will list later but my overall view is that there ar!
             e three main problems that follow this procedure. The three problems go as follows.
             First, the textbooks used today are compiled of years and years of research and findings and rarely if ever are these texts wrote with a thorough history of how man has came to the conclusion of a theory or paradigm one is studying. The struggle in which science has endured over the years is a very important aspect to a child's learning. And because of this method of teaching, students tend to see only where science is today and not where it has came from. For example, just because I can change oil in my car does not give me the knowledge to understand cars. Rather all I have to show for my knowledge in cars is that I can change my own oil. In order for a child to understand the vehicle of science they must be taught the history of science through numerous philosophical viewpoints. This will enable them to understand how science originated and how it is...