Authorized Origins: The Philosophical Cost of What American Science Textbooks Chose to Forget
For much of the twentieth century, American science textbooks did not merely teach facts—they constructed a particular genealogy of legitimate inquiry, one that routed all credible knowledge through European and North American institutions. The philosophical consequences of that construction persist in how students today understand who counts as a knower and which traditions count as science. This essay examines the curricular architecture that made such exclusions feel natural, even inevitable.