Resumen de How to read the history of science in science school textbooks from a sociological perspective: theoretical and methodological considerations inspired by the ideas of Bruno Latour about non-humans and networks
Diana María Farías Camero, Marina Castells i Llavanera, Josep Castelló Escandell
We have carried out a historical research of chemistry school textbooks published in Spain in the course of the twentieth century. Based on our results we point out some theoretical and methodological considerations which are important to do a re-read of the way the history of science is commonly presented in school science textbooks. We propose to stress in two essential ideas of Bruno Latour’s thought: 1) The role and agency of nonhumans in the scientific knowledge and 2) An interpretation of history in science textbooks as a complex network, where there are not clearly-defined limits between history, philosophy and sociology of science and where history can be understood as a part of a “structure”, which becomes more or less stable depending on the way as their “fibres” are “interwoven” in the narrative of science textbooks.
