However, their position does not represent those of all science educators. The recent in- troduction of a new science curriculum aimed at promoting scientific literacy drew criticism from “Leading educationalists [who] criticised [it] for being more ‘fit for the pub’ than the school room” (BBC News, 2006, 1). The longevity of the term scientific literacy relies on its ability to be seen as an umbrella for radically different philosophies of science education. However, the evidence suggests that when attempts are made to effect curriculum change to promote ‘scientific literacy’ the unreconciled philosophical clashes hinder progress.