| Summary: | Science has been defined as 'a way of knowing' which is, in certain respects, unlike other ways of knowing. While some forms of knowledge are highly personal and intuitive, the methods of science are designed to be as objective and impersonal as possible. Science has been referred to as 'public knowledge' because of its procedures for verification involve the whole of society. Science is also 'organised knowledge' because it is systematic and because it is supported by a group of social institutions without which it could not exist in its modern form. For many decades, Fensham, an internationally recognised science educator, has been one of the most important and consistent voices for the reform of science education based on his vision of a democratic and socially responsible science education for all, based on the fundamental premise that if society is to understand the world it must be educated in the principles of science upon which a sustainable world is premised. Thus, science has a real place in society and a social responsibility. From a chemistry perspective, this enabling science is perceived by society as irrelevant to the real world and the cause of many of the evils of the world. This paper addresses the pivotal role of chemistry both in science education and in the social responsibility of science campaign and simultaneously shows how chemistry is at the leading edge of sustainable science in both a scientific and social context.
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