Well I think you're right that the original argument might be used more
generally as a critique of the education process itself rather than
science in particular...but I've slacked off work enough for now to
debate your possible remedy!
Jonathan
--------------------------------------------------------------------
Dr Jonathan Tedds, Tel: +44 (0)116 252 3502
XMM-Newton Survey Science Centre (XID), Fax: +44 (0)116 252 3311
Department of Physics and Astronomy,
University of Leicester, Email: [log in to unmask]
Leicester LE1 7RH, UK http://xmmssc-www.star.le.ac.uk/~jat
--------------------------------------------------------------------
On Fri, 24 Sep 2004, Lesley Newson wrote:
> It seems to me that Christie Davis makes some good points but following
> through his logic would mean giving up some things our society hold precious.
>
> What about the children who sparkle during science but retreat into dull
> carelessness when faced with History or English? Many students leave school
> confused about which countries fought the second world war and the plot of
> MacBeth but "this does not hinder them in any way when it comes to earning,
> buying and selling, taking care of their children, playing elaborate games on
> their computers, tinkering with their car engines, giving up smoking or
> choosing between one fool and another at election time."
>
> Why do our children need to spend so much time at school anyway? Perhaps only
> the very brightest pupils should stay on beyond 14. The slackers would be
> expected to work to help support their younger brothers and sisters. This
> would reduce the education budget considerably and perhaps encourage children
> work harder for the priviledge of their education.
>
> It seems to comes down to a pretty fundamental question. What does our
> society think childhood, adolescence and education is for?
>
>
>
> >===== Original Message From "psci-com: on the public understanding of
> science" <[log in to unmask]> =====
> >Well I don't know anything about Christie Davies or his motives but the
> >Devil's advocacy is rather effective, whether intended or otherwise?
> >
> >I certainly know plenty of scientists fitting the typical career path
> >out of science itself he describes. I think he has boiled down widely
> >prevailing private and public prejudices about science with mischievous
> >alacrity and added a suitable dose of British cynicism into the mix for
> >effect.
> >
> >The challenge is to counter it with similar panache.
> >
> >Cheers,
> >Jonathan
> >
> >--------------------------------------------------------------------
> >Dr Jonathan Tedds, Tel: +44 (0)116 252 3502
> >XMM-Newton Survey Science Centre (XID), Fax: +44 (0)116 252 3311
> >Department of Physics and Astronomy,
> >University of Leicester, Email: [log in to unmask]
> >Leicester LE1 7RH, UK http://xmmssc-www.star.le.ac.uk/~jat
> >--------------------------------------------------------------------
> >
> >
> >On Fri, 24 Sep 2004, Kat Arney wrote:
> >
> >> Wow! Can you spell "bitter and twisted"?!
> >> Kat
> >>
> >> Dr Kat Arney
> >> Scientific Information Officer (Liaison)
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> >> -----Original Message-----
> >> From: psci-com: on the public understanding of science
> >> [mailto:[log in to unmask]]On Behalf Of Wendy Sadler
> >> Sent: 24 September 2004 12:24
> >> To: [log in to unmask]
> >> Subject: [PSCI-COM] [big-chat] why should children learn science??
> >>
> >>
> >> Apologies for cross-postings
> >>
> >> I was just sent this article via a physics teaching network I am on….I
> >> thought it may prompt a lively discussion amongst those of us who try to
> >> encourage children to study science.
> >>
> >> Why should children learn science?
> >> http://www.socialaffairsunit.org.uk/blog/archives/000166.php
> >>
> >> Look forward to hearing your views!
> >>
> >> Wendy
> >>
> >>
> >> www.science-made-simple.co.uk
> >>
> >> Wendy Sadler
> >> 98 Fairwater Grove West
> >> Cardiff CF5 2JR
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> Lesley Newson
> School of Psychology
> University of Exeter
> Washington Singer Laboratories
> Perry Road
> Exeter, UK EX4 4QG
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