Eclipse Addendum

Teach your children well

~~ “Teach Your Children” by CSNY

When I wrote about the eclipse in my previous entry, I mentioned that one of the coolest things was seeing the awe on the faces of kids (and even adults!) in various pictures.

My friend Jillian posted these photos of her and Neal’s daughters on Facebook and I was so charmed by them that I asked her permission to share them. This is exactly what I was talking about.

Seeing this fascination and delight on their faces is something that we can all hold onto and rejoice in. Jillian was a student in the lab where I worked and it was a pleasure to be a part of her training; we went on to become colleagues and friends and she is one of the finest techs I have ever worked with. Knowing that she is fostering a love of science and a curiosity about the world in her daughters just does my heart good.

I wonder how many youngsters, female or male, watched that eclipse on Monday and decided that they want to pursue a career in science?

The future is now.

Duty now for the future

With the election over, I’ve been getting caught up on issues of Time. Okay, a lot of the articles there were about the election, and I’m currently on the special double issue commemorative election issue. But this isn’t about all that, believe it or not!

One recent issue was about the future of education in our country, and I found it fascinating. It should go without saying that we have a real problem in that area. We are falling farther and farther behind in our skills compared to other developed countries, and a high school diploma is no longer a guarantee of literacy and basic skills. Even a college diploma does not mean that a student will graduate with critical thinking skills that allow them to reach beyond the immediate and obvious.

One of the topics this issue focused on was online classes. With the advent of computers and faster connections, education is more accessible than ever, especially to those in remote areas or poorer countries. There is a bit of an explosion at the moment in MOOCs, massive open online courses, and top-notch universities like Harvard and Stanford are participating. I’ve signed up for a couple myself on Coursera, when they become available: one taught by Ezekiel Emanuel (yes, brother of Rahm) on health policy and the Affordable Care Act, and one on vaccines taught by Dr. Paul Offit. I won’t get college credit for these, but that’s okay. I just want to learn.

However, these online courses are shaking things up a bit in academia, and some accredited colleges are starting to accept transfer credits for such courses through non-accredited portal sites such as Coursera. If we want to get back up to speed and become more competitive, we need to explore all options in order to reach as many people as possible. What is fascinating about many of these online courses is that they are rethinking the way subjects are taught, or at least paying attention to what past studies have shown. Rather than 45 minutes to an hour of straight lecturing, the instructor will teach for a few minutes and then engage the students in asking questions and getting feedback. They will be tasked with figuring out a problem, or discuss the concepts just presented. This makes sense to me, because I truly believe that the way we learn is changing. When I was in college, I would sit for an hour and take notes (unless it was lab time, which was always fun and hands-on). Handwritten notes! O the horror! Now I find myself getting constant input. If I’m reading something, I’ll stop after a few minutes and check for info online; I’ll pay attention to a news story on TV; I’ll watch a video I’ve come across. I’m 50 years old, and MY brain has been changed by these sorts of stimuli. How must it be for someone half my age, who grew up with such input? If you want people to learn, you have to figure out the most effective way to convey your information, and that has changed considerably in the past few decades.

I often hear older people talking about how they didn’t have computers when they were in school, and they learned just fine. Times have changed, people. The computer is an essential part of learning, whether it’s to get a syllabus for a class, research a paper you’re working on, submit that paper, or check your grades. This starts in grade school. Computers are no longer a luxury; they are an essential part of the learning process.

I believe that we need to commit to rethinking our system, and figuring out the best way to teach kids, from preschool through grad school. This involves more than money, though. My question is how do we change the culture so that we foster a love of learning? I’m all for tech schools that teach specific skills for specific jobs. Our jobs are becoming increasingly technical, and as we (hopefully) continue to expand manufacturing, we can rely on an increasingly educated and stronger middle class. But how do we promote that sense of learning beyond job needs? How do we instill a sense of curiosity in kids, one that leads them to explore and learn and grow beyond their imagined boundaries?

I still believe there is a place for four-year degrees in which you are able to take a few electives beyond the requirements for your major. Because of my high school class ranking and advanced placement tests, I was able to test out of something like 28 credit hours for English and German. I almost regret that now, because I wish I would have taken more electives! (But it was a good thing for Mom and Dad’s bank account!) Online courses can be wonderful for someone like me who still wants to learn, but has no need to get the degree or cannot justify the fees involved. As we continue to develop these online courses, it can also be wonderful for kids who hope to further their education by getting a scholarship, or for young women in countries with oppressive attitudes towards women’s education. There really is no downside here.

Beyond fostering an attitude of the joy of learning, I believe we need to condemn the opposite attitude. I’ve written before about the bizarre tendency lately to dismiss facts and numbers if they don’t jibe with your personal reality. This needs to stop. To be completely frank, part of that needs to involve keeping religion out of the science classroom. I’ve written about that, too, so I won’t go into it in depth again, but it’s long past time that we stopped treating creationism/intelligent design as a valid scientific theory. It is not. It is a religious belief. People can believe whatever they want to believe, reconcile their beliefs with scientific fact in whichever way they choose, and they can teach those beliefs in their home and in their churches. No one is stopping them from that. But they must not be allowed to push those beliefs in the science classroom. I am not exaggerating when I say that our standing as a nation invested in scientific and medical research depends upon it.

Our duty now awaits us.

It’s poetry in motion

First of all, I wish a happy Father’s Day to all those good dads out there. I’m missing mine quite a bit today, and I feel especially for all those who have lost their fathers. My Dad’s birthday is coming on up Tuesday, too, so I’m feeling his absence rather acutely at the moment.

A week or so ago, I posted a Pew Research Center quiz about science knowledge on Facebook. I took it and got 12 out of 12 questions right (same for Ken), but of course if I hadn’t, I would have had to turn in my scientist card.

Several of my friend took the quiz, and all of those who commented got either 11 or 12 answers right. I understand that that is far from an accurate assessment of how all my friends did; perhaps some took it and chose not to comment or share their score. As one friend pointed out, the questions didn’t seem to be difficult, but that was kind of the point. It was designed to test for familiarity and knowledge of basic scientific concepts. What was astounding to me is that if you got 11 of 12 right, you did better than 90% of those Americans who took the quiz.

Although I also lament a general lack of knowledge about art, literature, and grammar, I find a lack of knowledge about science especially disturbing. In our current culture of embracing inadequacy and thinking that a good education somehow equates to “elitism,” I fear that we will soon fall behind the rest of the world in innovation and technology. What am I talking about? It’s already happening. Other countries are embracing alternative fuel sources, investing in their development, and pumping money into things like high speed rail. We are dropping the ball.

It’s not just that we need those with higher educations to do research and find innovative solutions. We need to train people for high-skilled manufacturing jobs, because there is an increasing gap between jobs that require little to no skill and those that require extended training. An effort to increase vocational tech colleges would help in this regard, and highly skilled manufacturing jobs are a crucial part of the success of a country like Germany. We could learn much from them.

I’ve been accused in the past of being some sort of know-it-all when it comes to science. (Not that the source of such ignorance and shortsightedness was credible.) I’m the first to admit that there is much out there that I know little to nothing about. I have a good working knowledge of microbiology, and a passable knowledge of other laboratory and medical disciplines, but don’t bother asking me about string theory or quantum physics! However, ridiculing others for their knowledge, for obtaining a good education, and for working for many years in a field that is there to help a patient get better seems to me to be the height of stupidity and pettiness. Those throat cultures you keep having your doctor run on your kid don’t just read themselves, you know!

Anyway, I don’t know what is going on with our country right now that it seems that ignorance is seen as some sort of virtue, or that a lack of knowledge somehow makes you a “regular person.” I don’t know about you, but if I ever have to have to have brain surgery, I don’t want my neurosurgeon being a “regular person.” I want one smart son of a bitch drilling into my skull. Michele Bachmann recently said that she thinks intelligent design should be taught in schools. She thinks all science should be put on the table and then let the students decide. No, you idiot. Intelligent design is NOT SCIENCE. It’s a religious belief, and science is not taught by raising your hands and voting on it. If we want to attempt to make a comeback and be globally competitive when it comes to science, we need to tell ignorant assholes like Bachmann to at least attempt to understand something about science. I know that’s not possible, but those of us that get it can make sure that such stupidity doesn’t pervade our education system.

I think I have smart friends. Our goal should be that everyone understands the basic principles of science, not just some of us.