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Home > Category Index for Science Quotations > Category Index S > Category: Science Education

Science Education Quotes (15 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.
Address at the Imperial College of Science and Technology, London (28 Feb 1963). In 'Hailsham Chided on Science's Role', New York Times (1 Mar 1963), 2. Also in 'The Manhunters: British Minister Blames American Recruiters for Emigration of Scientists',Science Magazine (8 Mar 1963), 893.
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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.
Address to Section L, Education, of the American Association for the Advancement of Science, at Boston (1909), 'Science as Subject-Matter and as Method'. Published in Science (28 Jan 1910), N.S. Vol. 31, No. 787, 126.
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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.
Quoted in interview with magazine staff, Psychology Today (Jan 1996).
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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.
In Number and its Algebra (1896), 134.
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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.
In 'The Study of Abstract Science Essential to the Progress of Industry', Records of the School of Mines (1852) 1, 48.
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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.
In letter to California State board of Education (14 Sep 1972).
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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.
In Understanding the Universe: An Inquiry Approach to Astronomy and the Nature of Scientific Research (2013), ix.
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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.
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Science should be taught the way mathematics is taught today. Science education should begin in kindergarten. In the first grade one would learn a little more, in the second grade, a little more, and so on. All students should get this basic science training.
From interview with Neil A. Campbell, in 'Crossing the Boundaries of Science', BioScience (Dec 1986), 36, No. 11, 738.
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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 subject—that 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.
Address to Section L, Education, of the American Association for the Advancement of Science, at Boston (1909), 'Science as Subject-Matter and as Method'. Published in Science (28 Jan 1910), N.S. Vol. 31, No. 787, 127.
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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.
Address to Section L, Education, of the American Association for the Advancement of Science, at Boston (1909), 'Science as Subject-Matter and as Method'. Published in Science (28 Jan 1910), N.S. Vol. 31, No. 787, 126.
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The dispute between evolutionists and creation scientists offers textbook writers and teachers a wonderful opportunity to provide students with insights into the philosophy and methods of science. … What students really need to know is … how scientists judge the merit of a theory. Suppose students were taught the criteria of scientific theory evaluation and then were asked to apply these criteria … to the two theories in question. Wouldn’t such a task qualify as authentic science education? … I suspect that when these two theories are put side by side, and students are given the freedom to judge their merit as science, creation theory will fail ignominiously (although natural selection is far from faultless). … It is not only bad science to allow disputes over theory to go unexamined, but also bad education.
In Building a Bridge to the 18th Century: How the Past Can Improve Our Future (1999), 168.
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We need science education to produce scientists, but we need it equally to create literacy in the public. Man has a fundamental urge to comprehend the world about him, and science gives today the only world picture which we can consider as valid. It gives an understanding of the inside of the atom and of the whole universe, or the peculiar properties of the chemical substances and of the manner in which genes duplicate in biology. An educated layman can, of course, not contribute to science, but can enjoy and participate in many scientific discoveries which as constantly made. Such participation was quite common in the 19th century, but has unhappily declined. Literacy in science will enrich a person’s life.
In Popular Mechanics (Sep 1961), 256
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[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 believe—in their complete ignorance of what science really is—that 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.
Opening remarks of the second of four public lectures for the Dublin Institute for Advanced Studies at University College, Dublin (Feb 1950), The Practical Achievements of Science Tending to Obliterate its True Import', collected in Science and Humanism: Physics in Our Time (1951). Reprinted in 'Nature and the Greeks' and 'Science and Humanism' (1996), 113.
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[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.
Nobel laureate autobiography in Les Prix Nobel/Nobel Lectures 1996 (1997), 191.
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Carl Sagan Thumbnail In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion. (1987) -- Carl Sagan
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