Abstract
From the viewpoint of science education conducted in the non-Western world, I examined what in science education is called "the relativization of science". Based on structural linguistics, the distinction between relativization in synchronic and diachronic perspective is emphasized, and the methodological priority of synchronic over diachronic relativization is also emphasized. In the process of the synchronic relativization of science, a superordinate concept is necessary for expressing all types of so-called ethno-science as well as Western Modern science. Since such a superordinate concept is lacking, the term "science" is frequently used as the superordinate concept of itself. Under the influence of this usage, Japanese science researchers have hardly realized that the Japanese traditional view of "nature" is synchronically comparable with Western Modern science. Consequently, the term "relativization" means the relativization of science merely in diachronic perspective. According to this perspective, Japanese science researches have regarded Western Modern science as absolute. If science education in Japan accomplishes the synchronic relativization of Western Modern science, it will be accepted as the vital subject which can teach the remarkable diversity of human culture.
