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• W1594760143 abstract "If the large majority of tomorrow's citizens don;t achieve scientific literacy, society may be in peril, Ms. Fort warns, for ignorance in the era can devastate the planet. AMERICANS OF all ages and in all walks of life tend be and technologically illiterate. And what we do not know, we fear -- and approach with anxiety, if we approach it at all. Many readers of the Kappan march with this huge science-shy majority. In 1988 Jon Miller, in an editorial in the American Scientist, estimated that this nation's population is only 5% scientifically literate. For the U.S. to remain strong and free, this percentage needs to change drastically. To borrow Kenneth Prewitt's phrase, the majority must become savvy.[2] A small minority, perhaps, will remain science shy in spite of educators' best efforts, while another minority, those gifted in science, will find opportunities to become smart. It is obvious that no one can become either smart or savvy about science and technology without exposure to them. Yet, with rare exceptions, Americans are born into science-shy homes in science-shy communities and attend science-shy schools, where they study science-shy curricula, taught by science-shy teachers, who use science-shy approaches (lectures and textbooks) and are governed by science-shy administrators. In science, even the experts are in some ways shy. One practicing biologist, who in his boyhood read Scientific American from cover to cover, laments that now he can't even understand all the articles in his own field. Why? Because, as Paul Dehart Hurd writes, Biology, chemistry, physics, geology have been fractioned into 40,000 research fields represented by more than 70,000 journals, 29,000 of which are new since 1978. No scientist today would claim to know the whole of a discipline.[3] If this specialization poses a problem for scientists, what must that mean for students and teachers? Hurd estimates that high school chemistry teachers who do not do their homework this weekend will be 3,000 discoveries behind on Monday morning.[4] But the complexity of exploding scientific fields, which means that no one can understand everything, does not mean that no one can understand anything. The latter, however, is a widespread assumption whose pervasiveness and gravity must be acknowledged before citizens and educators can fight it effectively. The power of astrology and creationism are merely obvious landmarks on the science-shy landscape. Though the figures are hard to pin down, more people seem to make their living in America by astrology than by astronomy. Of the 108 seventh- and eighth-graders and 11 faculty members that my science-savvy daughter surveyed in a District of Columbia public middle school in the spring of 1990, 61% the creation story 'as told in the Bible. In comparison, nearly half of Americans surveyed in 1988 by the Public Opinion Laboratory at Northern Illinois University believed that the human species is descended from earlier animals.[5] The power of creationism to invade biology classrooms and of astrology to act on national policy are but two specific symptoms of a larger disease. An even greater danger of scientific illiteracy lies in the ignorance many share of the fundamental scientific and technological principles that underlie postindustrial reality, coupled with the widely shared conviction that this failure of understanding is inevitable and inescapable. Admitting ignorance may be a virtue, but accepting it can inappropriately absolve people of their responsibility to make intelligent decisions. The destructive potential of the products of scientific investigation and technological development makes peace on earth (and environmental peace with the Earth) not merely desirable but essential. Positive technological advance offers the only chance for the planet's survival. The world has indeed become a global village, where: * a thug in the Persian Gulf can bring a quarter of a million Americans to Saudi Arabia, ruin the area's ecology, provoke the use of billions of dollars of weapons to take thousands of lives, and remain in power; * democracy on one continent can fuel a successful social revolution a world away; * a memo penned in Iowa City can be read in Moscow just minutes later; and * a nuclear accident in Chernobyl can affect 400 million people, causing 31 directly attributable deaths, as many as 28,000 delayed cancer fatalities, evacuation of 116,000 people, and [dangerous] ground deposits . …" @default.
• W1594760143 created "2016-06-24" @default.
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• W1594760143 date "1993-05-01" @default.
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• W1594760143 title "Science Shy, Science Savvy, Science Smart." @default.
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