" Michael Matthews has probably done more for the history and philosophy of science education than anyone else. This book is a riveting read. Beginning with his childhood Catholic education in Australia, it discusses the importance of his school and extensive university education, some of the latter undertaken part-time while school teaching, before focusing on Matthews' academic career, which began in 1972. There are fascinating accounts about the journal Science & Education, the debates over constructivism, and fundamental conceptual issues that lie at the heart of science and science education. All in all, this is an essential read for anyone interested in science education, written by one of those who has played a central role in the discipline. " -- Michael J. Reiss , Professor of Science Education, University College London " The work of Michael Matthews in emphasizing the role of history and philosophy of science in science education has been truly monumental. This has included his founding and editing of the journal Science and Education for 25 years and his leadership of the International History, Philosophy and Science Teaching Group (IHPST).

Even more monumental is this much anticipated intellectual biography in which he recalls his early influences and subsequent intellectual encounters within diverse areas, including Catholicism, constructivism, the life and work of Joseph Priestley and the physics of the pendulum. " -- Eric Scerri , Chemistry Department, University of California Los Angeles " Matthews records his intellectual maturation and career in a rich personal narrative, ranging from family roots, high school teaching, university lecturing and international conference debates, to research and publications spanning a wide range of disciplines. These include philosophy and history of science, philosophy of education, intellectual history and cross-cultural issues. It is a fascinating trajectory through the major science educational ideas, trends and upheavals of the last four decades. He remains a sombre voice of reason, of Enlightenment virtues, of liberal education and of sound teacher education and science teaching. His views, opinions and insights serve as a pedagogical guiding compass in a time when scientific knowledge and specialist communities are targeted by social media trolls, fundamentalists and mystics, and when the very cognitive and educational core values of modern science and science education are both increasingly attacked and disparaged by a variety of cultural, epistemological and pedagogical relativists. " -- Roland M. Schulz , Centre for Imagination in Research, Culture and Education, Simon Fraser University.