Using scientific discourse to purposefully cultivate thoughtful citizens. This book describes my belief in the importance of individuality, the habit of truth, personal responsibility and respectful dissent. What does this scientific method have to do with democratic citizenship? Are science and democracy two separate endeavors? From the dawn of humanity, the natural state of man has been to live under tyranny of one form or another. Even today, less than 10% of humans alive enjoy individual rights. And these cultures are the most prosperous. Prosperity from scientific advancement. Scientific…mehr
Using scientific discourse to purposefully cultivate thoughtful citizens. This book describes my belief in the importance of individuality, the habit of truth, personal responsibility and respectful dissent. What does this scientific method have to do with democratic citizenship? Are science and democracy two separate endeavors? From the dawn of humanity, the natural state of man has been to live under tyranny of one form or another. Even today, less than 10% of humans alive enjoy individual rights. And these cultures are the most prosperous. Prosperity from scientific advancement. Scientific advancement from the scientific method. The scientific method rests on individual rights and personal responsibility. Individual rights and personal responsibility form the cornerstone of a free democracy. Many citizens mistrust science. They easily revert to authoritarian attitudes and become activists for causes that are "obviously" true. They fail to recognize that the statement, "97% of scientists believe...something (anything)" is an argument relying on pre-Enlightenment logic...logic more than 400 years out of date. I struggle and wonder what I can do to help bring our citizens to modern ways of reasoning. Perhaps the best I can do is try to prepare my own students for the citizenship challenges they will find in their future.
About the Author Meredith Olson Ph.D. Dr. Meredith Olson, known affectionately as Doc "O" to her students, has taught elementary, middle school and high school math and science in Seattle for nearly 60 years. Her primary goal is in improvement of pre-college engineering education. By going to lab to work on contraptions every day, her students come to understand properties of the mechanical world. "It has been a long and interesting trip. Studying some metallurgy in grad school. Evening classes. After a full day of high school teaching. Consulting for JPL as the Mars Pathfinder Educator. Weekends. Working in the summer with UNESCO in Zimbabwe, Kenya, and Uganda. Teaching dozens of weekend and week-long summer teacher workshops in South Carolina and Montana. Being a consultant and curriculum designer for Health and Physiology education in Washington, Oregon, Idaho, Montana, and Alaska. Being a summer adjunct University instructor for more than 20 years in Seattle, Idaho and Montana. Teaching teachers. Teaching students every day, every year for 59 years. Observing how learning happens. Becoming aware when real learning isn't happening. When it is just "show." When it is just teacher-pleasing to get a grade. To get a credit. To get a university degree." See Dr. Olson's open letter outlining her philosophy of lesson design, available on the JPL website - Exploring Preface pp 11-13 http: //mars.jpl.nasa.gov/education/modules/GS/GS07-19_preface.pdf Dr. Olson believes that children must construct their own understanding from active design and assemblage of contraptions. By testing, failing, remodeling, and trying again, we come to see the structure when we look. By carefully examining materials we have, we may perceive how to use them in new and unexpected ways. Children begin to understand the engineering process. Besides, it is fun!
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