The theme for this issue is Epistemic Insight. This focuses on the nature of knowledge - and what it means to be clued up and wise about how knowledge works. Increasingly the kinds of questions that matter to individuals and society are ones that come from the frontiers of science and engineering such as 'can a robot have a conscience?'. These questions are not straightforward to place in an educational sense, because they bridge science and the humanities. In this issue, guest editors Berry Billingsley and Mark Hardman invite us to read a range of perspectives on what this can and does mean for the science teacher and classroom.