This introduction is the first of five papers on the philosophy of science, in which I discuss what science is perceived to be today, as well as some problems in science education. The philosophy of science involves the definition of what science is and the description of how science is done. Unfortunately, the state of education in the philosophy of science today is not good. Most treatments of the subject are mere introductions, leaving the impression that the scientific method is a sort of recipe that one may follow. There tends to be an inverse relationship between the depth at which science is taught and the amount of time spent instructing students on how to do science. Rather than being a formal process, science is a process of drawing inferences about how the world works. While science generally utilizes inductive reasoning, it also requires deductive reasoning. Some sources offer abductive reasoning as the foundation of science, but one can view abductive reasoning as a variation on the inductive method. The philosophy of science continues to change. There are trends in the attitude about science today that are hostile to theism. In the next paper, I will trace the development of science from the ancient Greeks through the Middle Ages. In the third paper, I will discuss the transition to modern science four centuries ago. In the fourth paper, I will describe the consequences of the scientific revolution of the sixteenth century and the transition to modern science a century ago. In the fifth paper, I will offer suggestions to a more biblical approach to science. Since I am an astronomer, my treatment of these topics naturally has emphasis on astronomy and physics.