Re: [unrev-II] Science Education Paradox

From: Eric Armstrong (eric.armstrong@eng.sun.com)
Date: Fri Aug 24 2001 - 14:23:56 PDT

  • Next message: Eric Armstrong: "Re: [unrev-II] Thinking about communicating"

    Interesting comments, Rod!

    Rod Welch wrote:
    >
    > Jack,
    >
    > Genetic variability and successful science explain some of the
    > variance in the
    > interest and skills for science. Not everyone is cut out for the
    > scientific
    > method of plan, perform, report that entails a lot of failure before
    > stumbling
    > onto something useful while looking for something else. The emotional
    > toll of
    > rigorous work weeds out many, and some of us do not have the innate
    > cognitive
    > tools needed for productive scientific work, just as we lack the
    > ability to dunk
    > a basketball, or run the 100 in 9 flat, carry a tune make a speech,
    > etc.
    > Scientific discoveries and deployment through the market place has
    > greatly
    > expanded opportunities for people to work outside pure science and
    > still
    > contribute significantly to advance civilization through the magic of
    > complimentary forces.
    >
    > Decrying ignorance about science may therefore be misplaced, since
    > good science
    > depends heavily on infrastructure created by non-science, and good
    > infrastructure, like good science, requires focus to do well the work
    > at hand,
    > rather than be a jack-of-all-trades, a la Adam Smith. In other words,
    > science
    > may be moving ahead, in part, because a lot of people ignore it.
    >
    > Rod
    >
    > Jack Park wrote:
    > >
    > > http://www.techreview.com/magazine/sep01/reviews.asp
    > >
    > >
    > >
    > >
    > > "The United States by any conceivable measure has the finest
    > scientists in
    > > the world. But the rest of the population, by any rational standard,
    > is
    > > abysmally ignorant of science, mathematics and all things technical.
    > That
    > > is the paradox of scientific elites and scientific illiterates: how
    > can the
    > > same system of education that produced all those brilliant
    > scientists also
    > > have produced all that ignorance?
    > > The situation is not merely paradoxical; it's downright perilous.We
    > face an
    > > era that promises ever accelerating technological change in every
    > aspect of
    > > our lives, while at the same time the very survival of our
    > civilization may
    > > depend on our ability to make wise decisions about how to manage our
    > > resources, our climate and our conflicts. In the next century, we
    > will need
    > > to be able to deal confidently with technical issues, and a
    > responsible
    > > electorate will need to have some reasonable mastery of how the
    > world works. "
    > >
    > > There's more...
    > >
    > > The electorate. Now, there's an OHS/DKR usecase if there ever was
    > one...
    > > Cheers
    > > Jack
    > >
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