We all know now that there is a huge movement in the field of science geared towards the notion that science can no-longer be considered value-free or straight and objective without areas of grey shades. Sociology of Science is rising as a powerful player in the way thoughts in this area are shaped. This being the case, what kind of values are there inherent within the content area of science. There are values in the very way the practice of science is facilitated, in which science is practiced and so are values embedded in the way science is applied, the way funding is allocated to it and in the way science is communicated to different groups of people. How are all these values that fill the body of science as a discipline offered in the schools? Are schools making an adequate and accurate representation of science to the pupils? The way science is portrayed to pupils has great implications for the way in which it is going to be perceived and practiced by future generations.
Was a certian approach to science in the previous decade or even century responsible for the state of the earth in current times?
This is a heavily contentious subject. Have we dealt with it simplistically without bringing forward the controversies and the conflicts in science and its pursuits. Is this justificable? This is at one level. At the other level, I wish to find out what exactly is happening in schools, in the very classrooms, in the minds of teachers teaching the subject and the minds of the learners? How is science perceived and how is this perception conveyed. Is this problematic? What could be done if it is problematic.
I am at the beginning stages of this exploration. For a start, I have embarked on reading, doing some lit reviews on two aspects: The theoretical perspectives feeding the notion of science and its practice and the theoretical perspectives that feed values development in children. I next find myself gliding into domains of sociology - of science and values education.
The field is very hazy to me as of now and I know that more and more reading would help the situation and at the same time introduce more complexities into the picture. But I am excited about it all.
But I also realise the need to be focussed and eventually narrow down this project into manageable bite-size, without losing any of the controversies or problematic areas that surface, without forgoing the ongoing primary debates in this area. I am in the process of drawing up a conceptual map to help me navigate my path in what to me is a virgin forest.
I am also starting to think of methodologies for this work. I have a good instinct that it would involve both qualitative and quantitative methodologies.
My interest in the area was propelled by environmental issues and as a Biology teacher, I found myself inadequately equipped to facilitate the discourse on burning issues concerning the earth's well being amongst my pupils. What I managed then, on hindsight, seem limited in scope and its nearness to reality. With more exposure now, I realise how this is a heaviliy politicised issue. My feel is that we need to get back to basics and cultivate a basic respect within ourselves for nature and the rest will fall into place. Some things are happening along these lines in isolated ways in schools in US (as I have read thus far) and also in India. I would like to know more about what is happening in Africa and also South American countries.
Many such schools exist in India and I wish to be able to track them down, wherever they are, study them and document the way science may be taught effectively (or otherwise -depending on parameters of definitions), with the view towards positive and constructive Earth Culture as a way of living. There are many other such schools world over and it would be very interesting to document how science is taught in these schools as well.
Ancient cultures world over practiced positive Earth Culture in a very simple and successful way. We need not lose our touch with this kind of simple regard for the well being of the earth.
I hope to communicate with people around the world on issues concerning values in science education, and also on alternate education that promotes sound values in teaching and the practice of science in daily live. For this purpose, at least for a start, I am attempting this Blog.
Was a certian approach to science in the previous decade or even century responsible for the state of the earth in current times?
This is a heavily contentious subject. Have we dealt with it simplistically without bringing forward the controversies and the conflicts in science and its pursuits. Is this justificable? This is at one level. At the other level, I wish to find out what exactly is happening in schools, in the very classrooms, in the minds of teachers teaching the subject and the minds of the learners? How is science perceived and how is this perception conveyed. Is this problematic? What could be done if it is problematic.
I am at the beginning stages of this exploration. For a start, I have embarked on reading, doing some lit reviews on two aspects: The theoretical perspectives feeding the notion of science and its practice and the theoretical perspectives that feed values development in children. I next find myself gliding into domains of sociology - of science and values education.
The field is very hazy to me as of now and I know that more and more reading would help the situation and at the same time introduce more complexities into the picture. But I am excited about it all.
But I also realise the need to be focussed and eventually narrow down this project into manageable bite-size, without losing any of the controversies or problematic areas that surface, without forgoing the ongoing primary debates in this area. I am in the process of drawing up a conceptual map to help me navigate my path in what to me is a virgin forest.
I am also starting to think of methodologies for this work. I have a good instinct that it would involve both qualitative and quantitative methodologies.
My interest in the area was propelled by environmental issues and as a Biology teacher, I found myself inadequately equipped to facilitate the discourse on burning issues concerning the earth's well being amongst my pupils. What I managed then, on hindsight, seem limited in scope and its nearness to reality. With more exposure now, I realise how this is a heaviliy politicised issue. My feel is that we need to get back to basics and cultivate a basic respect within ourselves for nature and the rest will fall into place. Some things are happening along these lines in isolated ways in schools in US (as I have read thus far) and also in India. I would like to know more about what is happening in Africa and also South American countries.
Many such schools exist in India and I wish to be able to track them down, wherever they are, study them and document the way science may be taught effectively (or otherwise -depending on parameters of definitions), with the view towards positive and constructive Earth Culture as a way of living. There are many other such schools world over and it would be very interesting to document how science is taught in these schools as well.
Ancient cultures world over practiced positive Earth Culture in a very simple and successful way. We need not lose our touch with this kind of simple regard for the well being of the earth.
I hope to communicate with people around the world on issues concerning values in science education, and also on alternate education that promotes sound values in teaching and the practice of science in daily live. For this purpose, at least for a start, I am attempting this Blog.
