1. George Basalla, “The Spread of Western Science,” Science
156, no. 3775 (1967): 611–22.
2. Writing in 1835 on the issue of the educational policy soon to be followed for the Indian subjects of the British Empire, Thomas Babington Macaulay offered a recipe for producing fully assimilated Englishmen out of the raw material of the colonial Indian subjects. Macaulay’s recipe was to offer an English-based education system, which would transform the colonial subjects and create a new social class out of them. Macaulay certainly wanted full participation from his colonial subjects, and yet his proposed system was anything but diverse.
3. Thomas Kuhn, The Structure of Scientific Revolutions, 2nd ed. (Chicago: University of Chicago Press, 1970); Imre Lakatos, The Methodology of Scientific Research Programmes: Philosophical Papers, vol. 1, ed. John Worrall and Gregory Currie (Cambridge: Cambridge University Press, 1980); Larry Laudan, Progress and Its Problems: Towards a Theory of Scientific Growth (Berkeley: University of California Press, 1977).
4. The idea that all significant problems of science can be thought of as an epistemic landscape is borrowed from Michael Weisberg and Ryan Muldoon, “Epistemic Landscapes and the Division of Cognitive Labor,” Philosophy of Science
76, no. 2 (2009), 225–52. Weisberg and Muldoon suggest that scientists often implement different research strategies—for example, some may choose to lead, while others may always follow.
5. Philip Kitcher, The Advancement of Science (Oxford: Oxford University Press, 1993).