Science (teaching) is not neutral. Which side do we choose to support?

Science teaching is not neutral, from the social point of view. It can strengthen present civilization crisis. Or not. What is our choice? But, do we indeed have a choice? The way science teaching research has been conducted seems to indicate that most of it serves to maintain everything the way it is – with all privileges, intolerances and exclusions included. In this work we bring about this discussion emphasizing the perspective of the sociology of science. We argue that without a major change of focus in that research area towards the inclusion of a sociological approach in teacher formation and their daily life in science classes, science teaching may be hold co-responsible for intensifying the problems our world is presently facing.