Abstract

[First paragraph] A widespread image of science is founded upon a basic dichotomy: there are empirical facts, obtained by observation and experiment, on the one hand, and theories and explanations, obtained by reasoning, speculation and creativity, on the other. Whether scientific reasoning should take the inductive path, or the hypothetical-deductive approach, has long been a mat-ter of debate, but the basic dichotomist picture has been left untouched. And there is the concomitant idea that theories may come and go, while facts form the stable, unshaken and ever growing foundation of science. This picture is often advanced in science education, for example in experimental physics courses and their textbooks. Additionally, the use of lan-guage reinforces that picture: we say that we "discover" facts (such as the cosmic micro-wave background, the variability of species), while we create, form and eventually discard theories (like the standard model of elementary particles, string theory, theories of develop-mental biology and so on). Something that has been "discovered" is attributed a different status than something that has been created and formed.