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%SCIENCE EDUCATION PURPOSES 780721
Science education courses at the collegiate level
serve a number of purposes. They may be considered in the
context of introductory survey courses, and courses which
are minor modifications of such survey courses---serving
the following purposes:
College teachers who are oriented to the values of
research scientists and of graduate school activities tend
to view introductory survey courses as the "foundation"
for a professional career. Advanced courses build upon
the foundations laid down in the introductory survey
course---which must focus upon the values, technologies,
and resources which are relevant to the professor's
specialty.
College professors who are oriented to the values of
the practical applications of science to meet "humans'
needs"---will tend to view introductory survey courses as
places in which to acquire the facts, skills, and modes of
approach for solving practical problems through
objectivity, analysis, manipulation, planning, systems
analysis, etc. The course must pack in all the practical
information which it is possible to pack in---with a good
introduction to the modern instruments of the professor's
specialty.
College professors who are oriented to the classical
study of the humanities are likely to view introductory
science courses as an opportunity to introduce the
students to the history of great ideas. Such professors
are likely to teach about what scientists have
accomplished---with no intent of helping the students
become scientific in their approach to their own life
situations. The emphasis is likely to be
historical/retrospective rather than
prophetic/anticipatory. The story they tell tends to be
an account of the great accomplishments of great
scientists---put in the context of the past era in which
the scientists lived.
College professors in liberal arts colleges are in a
context which says much about the liberation of their
students through study and learning. Yet, rarely is there
any profound interdepartmental criticism, much less a
department of interdepartmental criticism. Rarely are
students helped to transcend the biases, collusions,
blindness, excesses, elitisms, etc. of one department---by
a trans-disciplinary critique of that department from the
perspectives of all other departments. The students are
instead subjected to a buffet of collusive presentations
by narrowed specialists.
(c) 2005 by Paul A. Smith in
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