▁The ▁need ▁for ▁' good ▁mor ale ', ▁i . e . ▁for ▁an ▁eth os ▁of ▁science ▁u ph eld ▁by ▁a ▁community ▁of ▁pe ers ▁is ▁mentioned ▁in ▁relation ▁to ▁the ▁danger ▁that ▁such ▁an ▁eth os ▁may ▁not ▁surv ive ▁' indust rial ized ▁science '. ▁For ▁G ow ing ▁( 1 9 7 4 ) ▁the ▁main ▁difficulty ▁of ▁this ▁work ▁is ▁the ▁confusion ▁among ▁the ▁different ▁kinds ▁of ▁science ▁addressed ▁by ▁the ▁inqu iry : ▁' natural ▁sciences , ▁pure ▁and ▁applied ', ▁versus ▁' any ▁sort ▁of ▁discipl ined ▁inqu iry ', ▁up ▁to ▁include ▁' social ▁sciences '. ▁ ▁Re views ▁For ▁H igg ins ▁" R av etz ▁best ▁sections ▁deal ▁with ▁science ▁as ▁a ▁craft ▁... ▁but ▁a ▁craft ▁non eth eless . ▁This ▁science - as - craft ▁cannot ▁be ▁taught ▁independent ▁of ▁its ▁ide ology . ▁One ▁lear ns ▁a ▁craft ▁at ▁a ▁master ' s ▁kne e , ▁as ▁one ▁lear ns ▁style . ▁What ▁this ▁really ▁means ▁is ▁that ▁students ▁must ▁learn ▁to ▁make ▁jud g ments ▁about ▁their ▁actions ; ▁also ▁about ▁their ▁behav iors , ▁their ▁science , ▁their ▁data ." ▁For ▁Roth man ▁( 1 9 7 4 ) ▁Rav etz ▁el uc id ates ▁" the ▁processes ▁by ▁which ▁genu ine ▁and ▁meaning ful ▁scientific ▁knowledge ▁accum ul ates . ▁These ▁chap ters ▁– ▁nine ▁in ▁all ▁– ▁from ▁the ▁most ▁interesting ▁and ▁useful ▁part ▁of ▁the ▁book . ▁His ▁description ▁of ▁the ▁emer gence ▁and