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- W2496408310 abstract "The technocratic approach to curriculum design articulated by the Apparatus on Teaching group at Woods Hole would have received unmitigated praise from the national security officials within the Eisenhower administration had the new curriculum materials been tuned solely to produce greater numbers of scientists.The imperatives of national security required a no more nuanced view of science education than this; increasing the absolute number of technically-proficient citizens was all that was needed. The chairman of the NSF’s Division of Scientific Personnel and Education had little difficulty recognizing this. “The Government’s interest,” he observed, “is primarily in having the tools necessary for defense,” and it was increasingly apparent to everyone, as another divisional committee member stated, that “science is [now] the most important arm of defense.”1 The needs of the scientific community, as we have seen, however, diverged sharply from those of the national security apparatus.Thus, with respect to NSF’s curriculum reform program, what the government sought to purchase—primarily technical expertise—differed significantly from what Zacharias and the rest of the scientists at NSF were prepared to sell: science education designed to meet “the Foundation’s highest ideal”— the “furtherance of research as a vital part of the intellectual, moral, and cultural strength of America.”2 Given the leverage scientists possessed (the belief that only they had the appropriate training necessary to produce more of their own), it was clearly a seller’s market." @default.
- W2496408310 created "2016-08-23" @default.
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- W2496408310 date "2002-01-01" @default.
- W2496408310 modified "2023-09-24" @default.
- W2496408310 title "PSSC: Engineering Rationality" @default.
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- W2496408310 doi "https://doi.org/10.1057/9780230107366_6" @default.
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