In science men have learned consciously to subordinate themselves to a common purpose without losing the individuality of their achievements. Each on… - John Desmond Bernal

The problem of the re-organization of science will not be solved by administrative or financial changes. It will also be necessary to reorganise in a most comprehensive way the whole apparatus of scientific communication.

[T]o seek to discover how the advance of science had altered the whole frame of human thought, it would... be necessary to go back through the great controversies of the Renaissance about the Nature of the heavens, and... to the Ancients, without whose theories the controversies would have no meaning.
There was nothing... but to attempt to trace the whole story from the... origins of human society. This involved a parallel study of all social and economic history in relation to the history of science... [T]here seemed some excuse for making a first attempt to sketch out the field, if only to stimulate, through... omissions and errors, others more leisured and qualified... No attempt is made here to present a chronologically uniform picture.

At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.