Question Statement :

In today’s schools and universities, science is taught in a largely ahistorical (A)/dehistorical (B) way. Textbooks present the key ideas of a scientific discipline in as convenient a form as possible, with little mention of the lengthy and often tortuous (A)/torturous (B) historical process that led to their discovery. As a demagogical (A)/pedagogical (B) strategy, this makes good sense. But some appreciation of the history of scientific ideas is helpful for understanding the issues that interest philosophers of science. Indeed, it has been argued that close attention to the history of science is importunate (A)/indispensable (B) for doing good philosophy of science.