Presents a view of the growth of science in which language-linked systems of interpretation are gradually built up by scientific communities. It argues that teaching is necessarily a word-rich process of persuasion.

Clive Sutton presents an alternative view of the growth of science in which language-linked systems of interpretation are gradually built up by scientific communities - new ways of talking linked to new ways of seeing. The implication is drawn that teaching is necessarily a word-rich process of persuasion, and the case is made for a greater sensitivity to the cultural history of scientific language.

In praise of words fossils of old thoughts figuring things out with words delightful deceits in words? words, seeing, and seeing as ways of seeing and ways of talking interpretations and labels variation and change in meaning well, Mary what are they saying here? questions of style "Discoveries", theories and "Facts" public knowledge and private understandings afterword - how we talk about school learning