One disagreement between the two camps involves STS's acceptance of the sociology of science. Some advocates of HPS find it almost distasteful. He goes on to discuss science-related social issues and concludes that students need to spend time finding out the scientific truth about, for instance, ozone depletion, and not waste time formulating their own views. Thus, one cannot talk about categorical differences between STS and HPS, but rather potential differences between the two. Casting STS as mere student opinion tends to mask an ideology embracing a loyalty to an elitist view of science, and an ideology unwilling to share social power with an attentive public.
Ideological differences run deeply in issues of social power and moral responsibility.
One's approach to teaching will vary dramatically depending upon the degree to which the social construction and social validation of scientific knowledge informs one's scientific ideology. The economic, political, and miliatary factors of scientific development are essentially neglected. The kind of history that has been chosen is centered on results and neglects the sociohistorical analysis of the development of the great paradigms that are at the basis of the scientific processes. An ideological analysis of this privilege could be content for STS education. Conclusion Instances of conflict between supportors of STS and HPS suggest that ideological differences can, but not necssarily, exist between the two groups.