The findings revealed that 79 percent of the managers and more than half of the lecturers though that research should be a preoccupation of the hogescholoen. Both the lecturers and the managers gave higher ratings to research for the purpose of enlarging the external orientation of the institution and solving practical issues than to the development of new theory. These findings, therefore, indicate only a modest tendency toward academic drift. (52 ref)

While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that science is notand cannot becompletely free of values. Which values may legitimately influence science, and in which ways, is currently a topic of heated debate in philosophy of science. These discussions have immediate relevance for science teaching: if the value-free ideal of science is misguided, science students should abandon it too and learn to reflect on the relation between science and valuesonly then can they become responsible academics and citizens. Since science students will plausibly become scientists, scientific practitioners, or academic professionals, and their values will influence their future professional activities, it is essential that they are aware of these values and are able to critically reflect upon their role. In this paper, we investigate ways in which reflection on science and values can be incorporated in undergraduate science education. In particular, we discuss how recent philosophical insights about science and values can be used in courses for students in the life sciences, and we present a specific learning modelthe so-called the Dilemma-Oriented Learning Model (DOLM)that allows students to articulate their own values and to reflect upon them.

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What makes teaching philosophy of science to non-philosophy students different from teaching it to philosophy students, and how should lecturers in philosophy adapt to an audience of practitioners of a field of study that they are reflecting on? In this paper we address this question by analyzing the differences between these student groups, and based on this analysis we make suggestions as to how philosophy of science can be taught to non-philosophy students in an effective and attractive way. Starting-point is the observation that not only the background knowledge and interests of these students but also the aims of the respective courses will differ. We present a comparative analysis of the demands and conditions for teaching philosophy of science to the different types of students, focusing on learning objectives and didactic approaches. Next, we apply our analysis to a concrete example, the role of values in science, and discuss how this may be taught to either philosophy students or non-philosophy students. Finally, we discuss an alternative format for teaching philosophy to non-philosophy students.