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The History of Science as a Tool To Identify and Confront Pseudoscience

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Seth C. Rasmussen

Department of Chemistry and Molecular Biology, North Dakota State University, Fargo, ND 58105

J. Chem. Educ., 2007, 84 (6), p 949

DOI: 10.1021/ed084p949

Publication Date (Web): June 1, 2007

Section:

History, Education, and Documentation

Abstract

Many are concerned by the widespread popularity pseudoscience has achieved in modern society. While it is easy to dismiss such beliefs as belonging to the uneducated, numerous studies have shown that such beliefs are not significantly reduced by a university education. In fact, one study found that belief in astrology was largely unaffected by the completion of a U.S. science degree: students who commenced a degree program believing in astrology finished that program still believing in it. This illustrates the extent to which even a successful science education has failed to transform students’ intellectual outlook, and should raise sharp concern as to the deficiencies in our present science curriculum. Over the years various authors have given sound justification for the inclusion of a historical component in science programs. I would like to add to these arguments the fact that knowledge of science history allows one to more easily identify and confront pseudoscience and that rectifying the current deficiency of historical context in our science education may be an effective approach to change the way students view claims and ideas presented to them.