The continuous nature of sciences

At different levels of science education, attention has not been paid to the intertwining and continuity of the meaning and nature of science, to the scope of science in the philosophy and history of science, and the social and cultural conditions of its formation. Also, in the matter of the nature of science, one can logically question the nature or characteristics of non-empirical sciences. This essay examines the approaches to the nature of science with an analytical method, and from there, it leads to the approach to the continuity of science. By believing in the spectral nature of science, three problems will be solved: First, the discussion of the nature of science is not exclusive to experimental sciences; Second, it shows what is meant by saying that, for example, history or psychology are not science, in what sense are they not science on the spectrum, although they may be science in another sense on the spectrum; Third, the meaning of science in the conflict shows the possibility and impossibility of religious science, meaning in what sense is religious science possible and in what sense or senses is it impossible. Finally, correct policies must be made to teach the nature of science. In teaching the nature of science, students should be taught "verification" of science in order to deconsecrate it. The verification of science is obtained through the development of critical thinking in learners..