Science Education Quotes (12 quotes)
[Criticizing as appalingly complacent a Conservative Government report that by the '60s, Britain would be producing all the scientists needed] Of course we shall, if we don't give science its proper place in our national life. We shall no doubt be training all the bullfighters we need, because we don't use many.
Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.
Every kid starts out as a natural-born scientist, and then we beat it out of them. A few trickle through the system with their wonder and enthusiasm for science intact.
Formal thought, consciously recognized as such, is the means of all exact knowledge; and a correct understanding of the main formal sciences, Logic and Mathematics, is the proper and only safe foundation for a scientific education.
I have now said enough to show you that it is indispensable for this country to have a scientific education in connexion with manufacturers, if we wish to outstrip the intellectual competition which now, happily for the world, prevails in all departments of industry. As surely as darkness follows the setting of the sun, so surely will England recede as a manufacturing nation, unless her industrial population become much more conversant with science than they are now.
It is in scientific honesty that I endorse the presentation of alternative theories for the origin of the universe, life and man in the science classroom. It would be an error to overlook the possibility that the universe was planned rather than happening by chance.
Professors have a tendency to think that independent, creative thinking cannot be done by non-science students, and that only advanced science majors have learned enough of the material to think critically about it. I believe this attitude is false. [Ask] students to use their native intelligence to actually confront subtle scientific issues.
Science can be introduced to children well or poorly. If poorly, children can be turned away from science; they can develop a lifelong antipathy; they will be in a far worse condition than if they had never been introduced to science at all.
Scientific method is not just a method which it has been found profitable to pursue in this or that abstruse subject for purely technical reasons. It represents the only method of thinking that has proved fruitful in any subjectthat is what we mean when we call it scientific. It is not a peculiar development of thinking for highly specialized ends; it is thinking, so far as thought has become conscious of its proper ends and of the equipment indispensable for success in their pursuit ... When our schools truly become laboratories of knowledge-making, not mills fitted out with information-hoppers, there will no longer be need to discuss the place of science in education.
That the great majority of those who leave school should have some idea of the kind of evidence required to substantiate given types of belief does not seem unreasonable. Nor is it absurd to expect that they should go forth with a lively interest in the ways in which knowledge is improved and a marked distaste for all conclusions reached in disharmony with the methods of scientific inquiry.
[A]s you know, scientific education is fabulously neglected This is an evil that is inherited, passed on from generation to generation. The majority of educated persons are not interested in science, and are not aware that scientific knowledge forms part of the idealistic background of human life. Many believein their complete ignorance of what science really isthat it has mainly the ancillary task of inventing new machinery, or helping to invent it, for improving our conditions of life. They are prepared to leave this task to the specialists, as they leave the repairing of their pipes to the plumber. If persons with this outlook decide upon the curriculum of our children, the result is necessarily such as I have just described it.
[While in school, before university,] I, like almost all chemists I know, was also attracted by the smells and bangs that endowed chemistry with that slight but charismatic element of danger which is now banned from the classroom. I agree with those of us who feel that the wimpish chemistry training that schools are now forced to adopt is one possible reason that chemistry is no longer attracting as many talented and adventurous youngsters as it once did. If the decline in hands-on science education is not redressed, I doubt that we shall survive the 21st century.