The Two Subcultures: The teaching of theory and Physics' place in the college curriculum

Abstract

During recent collaboration with colleagues to revise our institution's general-education curriculum, I encountered many perceptions of what we mean by the Natural Sciences. I was surprised to find that perceptions of scientific pedagogy varied significantly among the scientific disciplines, especially concerning issues of philosophy of science and epistemology, manifested in the approaches to teaching theoretical concepts and their development. These realizations suggest that Physics occupies a singular role in college curricula, introducing students, even at the introductory level, to the acquisition of knowledge by theoretical means and the assessment of theory based on experimental evidence.