Teaching Philosophy 33 (1):67-84 (2010)

Abstract
Given the significance of developments in the philosophy of science over the course of the twentieth century and their centrality to philosophy in general, the appeal of teaching the philosophy of science at the introductory level is compelling. But given the abstract and sometimes technical nature of its problems and approaches, teaching this curriculum at the introductory level is bound to be challenging. This challenge has been admirably taken on by a number of authorsin recent years. In this article I will examine four recent introductory texts in the philosophy of science. While the philosophy of science has a fairly stable core curriculum, we will find that it admits of a variety of approaches
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DOI 10.5840/teachphil20103315
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