"Why," asks Subrena Smith, "do college students so often treat philosophy as wholly distinct from and subordinate to science?" She suggests four reasons: a lack of historical awareness, the desire for concrete results, the idea that science is purely objective, and the philosophers' violation of the preceeding three expectations. "Why do they think this way?" she asks. "It's not because this is the way that science is practised but rather, because this is how science is normally taught." So she argues that they could be - and should be - taught differently. "Our scientist colleagues should continue to teach the fundamentals of science, but they can help by making clear to their students that science brims with important conceptual, interpretative, methodological and ethical issues."
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