Science and Education--Reflections on a Problematic Relationship and on the Task of an Educative Interpretation of Modern Science.

Analyzes the relationship between science and education. Develops a four-level model for teaching and understanding scientific systems: (1) inner-scientific, (2) socio-historical, (3)transcendental-critical, and (4) practice-philosophical. Building from the ideas of several key theorists, suggests clarity is possible only beyond the dualism of natural science and humanities. (CH)