The State of Scientific Appreciation

The inadequacies of science education in our schools and the low level of scientific literacy among the American population are often blamed on deficiencies in the public school system. However, the behavior of both teachers and students seems to reflect confused attitudes towards the progress of science and its benefits for society as a whole.

President Bush often highlights his wish to realize the American dream of education for all under the banner of “no child left behind”. But he has failed to send the public a clear message of trust in the universal value of secular science and free inquiry. Rather, he has insisted that we must trust first and foremost in religious beliefs and then evaluate the progress of science in areas such as stem cell research in light of their religious commitments. If the president of the United States does not does not trust the progress of science, it could be expected that large sections of the American public also do not genuinely believe that science education is crucial to the intellectual growth of American children.

The vision of harnessing scientific progress to the betterment of all citizens arose in the early Twentieth Century. The vision was premised on the idea that secular science was, and should be, value neutral. The proclaimed indifference of science is now being reciprocated. Teachers fail to relate factual knowledge adequately to the unique experiences and distinctive experiences and values of an increasingly ethnically and religiously diverse body of students. Science consequently often fails to inspire students, some of whom feel alienated, what with the rigours of covering the basics of modern science. Their parents are prone to fear that the indifference of science to values may threaten their religious beliefs. Though they recognize their children’s future depends on a good education, scientific illiteracy prevents them assessing what “good education” means. Their fear breeds hostility which is transmitted to the children and expressed in the classroom. The irony is that they continue to enjoy the benefits of science-based, high-tech industry.

Most Americans recognize that science, technology, and the market are reliable means of distributing material affluence in society. Too many, regrettably, have decided at school that scientific work, or even scientific familiarity, is a model they wish to embrace. Consequently, the traditional model of scientific education appears more elusive than ever.

I agree that free inquiry via science is a good thing for everyone. I think also that this goes along with what Amadinejad was saying in his speech at Colombia the other day. When they asked him about his nuclear program he said that science was the way to the kind of truth that sets man free and enlightens him as to what lies beneath the surface of reality. His claim was that all nations and people should be entitled to pursue science in every possible way, and that governments shouldn’t hinder collaboration of scientists.
As far as schools in America go all I can say is thank god we have such a huge military budget, because the only way the next generation might survive given the way that they’re being educated, (or not educated) might be to bomb the shit out of everything. Diplomacy and even technology as it relates to humanitarian ends are not the strong suits of the kids that are coming up these days. Be afraid Rick…be very afraid!!

When I read about children and parents of minority ethnicities and their discomforts with secular influences that avoid values in the pursuit of objective truth, I have trouble relating. What are they worried about? That approaches to life divorced from their religion will seduce them from their faith? I was a kid with ethnic parents with a religious background, but from my first exposure I relished science. And I had parental encouragement. I was an early disbeliever, but I attribute that to my questioning nature, not the disenchantment brought by science.

As far as the next generation being suited for nothing but cannon fodder (if I read you right), I don’t share your pessism. Despite their indifference to science, children or youth still often find their way into institu tes of technology and pick up specialized know-how that has a market. If you’re talking about the drop outs who barely learned to read, that’s another case. I’m not sure they would even find a place in the military, since the troops need a modicum of literacy. And, we’re approaching the day when wars are fought with fewer ground troops. It doesn’t look good for these types. Maybe crime or cheating on the system.