Since the rise of mass schooling in the 19th century, Americans have advocated for the teaching of science at nearly every level of the educational system The reasons for its inclusion in the school curriculum, though, have varied over the years The argument in the mid 1800s, for example, centered on the utilitarian value of scientific knowledge for industry and everyday affairs, while in the 1950s the study of science was viewed as important for building public support for research in the United States Towards the end of the 19th century there was a period of time when the predominant argument for science instruction rested on a moral purpose?the building of character and personal virtue For early proponents of science education, moral uplift came from student engagement in the process of science?in coming to face the facts of the natural world that were the basis for the discovery of truth This essay explores whether such goals for teaching science might once again have a place at a time when scientific expertize and knowledge are increasingly being minimized or dismissed

中文翻译：

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科学教育失去的道德目的

自 19 世纪大规模学校教育兴起以来，美国人几乎在教育系统的各个层面都提倡科学教学 但将科学纳入学校课程的原因多年来各不相同 1800 年代中期的争论例如，以科学知识对工业和日常事务的功利价值为中心，而在 1950 年代，科学研究被认为对于在美国建立公众对研究的支持很重要 到 19 世纪末科学教育的主要论点建立在道德目的的时期？性格和个人美德的建设对于科学教育的早期支持者来说，道德提升来自学生在科学过程中的参与？ 在面对作为发现真理基础的自然世界的事实时，本文探讨了这样的科学教学目标是否可能再次占据一席之地科学专长和知识越来越少或被忽视