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SOCIAL SCIENCE DOES NOT PRIMARILY PROVIDE WELL-DEFINED INPUTS INTO SMOOTH DECISION AND PROGRAMMING PROCESSES. NOR IS ITS ROLE LIMITED TO SERVING AS A DISTANT DISCOURSE FOR THE TRAINING OF PROFESSIONALS TO OPERATE THE APPARATUS OF MODERN PUBLIC AND PRIVATE ADMINISTRATION. RATHER, IT IS THE PRE-EMINENT FORM OF INSTITUTIONALLY BASED AND DISCURSIVELY REPRODUCED INQUIRY ABOUT SOCIETAL PHENOMENA. IT EMERGED AND EVOLVED IN CLOSE INTERACTION WITH THE EVOLUTION OF THE MODERN STATE AND OF THE SECULAR TRANSFORMATION OF EUROPEAN SOCIETIES FROM PRE-INDUSTRIAL TO INDUSTRIAL, FROM RURAL TO URBAN, FROM TRADITIONAL TO MODERN. THUS, SOCIAL SCIENCE IS THE DISCURSIVE CONCOMITANT TO THE VAST INCREASE IN ADMINISTRATIVE AND COMMUNICATIVE CAPACITIES THAT CHARACTERIZED THE NEW TYPE OF STATE FORMATION OF LATE NINETEENTH-AND EARLY TWENTIETH-CENTURY EUROPE AND NORTH AMERICA.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of figures -- List of tables -- Acknowledgements -- List of abbreviations -- 1 Introduction -- 2 The problem: establishing 'excellence' in socially stratified science -- 3 State of research: controversial ideas on science and public research in a global marketplace -- 4 Explaining social change by Europeanization of science: an analytical approach -- 5 Methodology: judging scientific 'excellence' -- 6 The social structure of the European Research Area: a country comparison -- 7 Knowledge of 'European excellence': the grant-winning research -- 8 The cultural structure of the European Research Area at supranational level: the case of the European Research Council -- 9 The sampling: what is a scientific elite? -- 10 The grantees: social choice and mechanisms in elite career trajectories -- 11 The panellists: social choice and mechanisms in grant peer review -- 12 Social consequences and conclusions: cumulative advantage and the case of the European Research Council -- Appendix -- Index

The paper essay deals with broad issues in dealing with the historical and contemporary development of academic disciplines in the social sciences. lt draws a distinction between economics and the other "social sciences". The argument is based on the use of such categories as alienation and fetishism.lt involves a historical review to gauge the influence on economics of the mechanistic paradigm of the Newtonian revolution, as well as the transformation of political economy into economic theory. The paper deals with the concepts of alienation and fetishism in Marx, befare discussing theissues of 'eternización' and 'colonización'. ; El ensayo se inscribe en la temática más amplia de los procesos históricos y contemporáneos de constitución de disciplinas académicas en las ciencias sociales. Nuestra reflexión parte desde la economía hacia el conjunto de las "ciencias sociales". La argumentación descansa en la utilización de las categorías de alienación y fetichismo.Se hace un recorrido histórico para apreciar influencia sobre la economía del paradigma mecanicista de la revolución newtoniana, así como la transformación de la economía política en teoría económica. Se abordan las categorías de alienación y fetichismo en el pensamiento de Marx, sobre la base de lo cual discutimos las cuestiones de la ''eternización" y la "colonización".