Abstract
From a consideration of the nature of scientific understanding and the control of nature Lacey proposes a set of criteria by which the reform of science teaching might be guided. He uses the term ‘critical self-consciousness’ to describe the development of learner's appreciation of the character of scientific activity, its applications, and the choices citizens face in society. By this latter he means ‘responsible’ participation, presumably in the debates surrounding the character of scientific activity, its applications, and the choices inherent in these. In this paper I show that Lacey's vision of the schooling of science through the development of ‘critical self-consciousness’ has been articulated by others at different epochs, and probably from different ideological perspectives. Knowledge of these will help Lacey in his search for an education in science which promotes citizens' participation rather than alienating them from decision-making in society.
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