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.

是什么让向非哲学学生教授科学哲学与向哲学学生教授科学哲学不同，哲学讲师应该如何适应他们正在反思的研究领域的实践者？在本文中，我们通过分析这些学生群体之间的差异来解决这个问题，并在此分析的基础上，我们就如何以有效和有吸引力的方式向非哲学学生教授科学哲学提出建议。出发点是观察到不仅这些学生的背景知识和兴趣，而且各自课程的目标也会有所不同。我们对向不同类型学生教授科学哲学的需求和条件进行了比较分析，重点是学习目标和教学方法。下一个，我们将我们的分析应用于一个具体的例子，即价值观在科学中的作用，并讨论如何将其教授给哲学学生或非哲学学生。最后，我们讨论了向非哲学学生教授哲学的另一种形式。