Abstract

A denial of modern science is entrenched at the highest levels of governance, and in the popular culture, in the U.S. and elsewhere. I argue that anti-science attitudes and beliefs fostered by the Cultural Studies of Science Education movement contribute to the problem. I examine central CCSE concepts, e.g., multilogicality, multi-science, indigenous science, CCSE conceptions of knowledge, truth, and ontology. I argue that CSSE postmodern theses are contrary to the core theses of modern science. I set out ontological and epistemological positions that are, I argue, conceptually essential to the practices of modern science.