Rethinking the Dual Nature of Science

Abstract

The Nature of Science (NOS) has long been a central focus in science education, with scholars examining its processes and structures from diverse perspectives. One influential approach builds on Ludwig Wittgenstein’s family resemblance concept, which conceptualises NOS as an interplay between cognitive-epistemic and social-institutional systems. While this framework offers valuable insights into the fluid boundaries between these domains, it overlooks critical aspects such as power dynamics, cultural influences and institutional structures that shape scientific practice. To address these gaps, this paper integrates Wittgenstein’s ideas with Pierre Bourdieu’s Theory of Practice, particularly his concepts of habitus, field and capital. Bourdieu’s framework complements Wittgenstein’s emphasis on the fluidity and variability of practices by highlighting how cultural norms, power relations and institutional structures influence both the cognitive and social dimensions of science. The philosophical alignment between these perspectives is explored, alongside counterarguments to critiques, demonstrating their compatibility in analysing scientific practices. Building on this synthesis, the paper expands the family resemblance approach to NOS framework, emphasising the dynamic interactions between scientific practices and their broader social contexts. It advocates for a more inclusive and reflexive model of NOS that acknowledges the role of power and cultural influences in shaping scientific knowledge and supports reflexive pedagogy for a more equitable and dynamic science education framework.