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%SCIENTISTS AS STUDENTS 780725
When scientists become concerned with the social
implications of their activities, they tend to assume that
they as technical experts have a responsibility to come
out of their ivory tower laboratories and give advice
regarding the consequences of the use of the knowledge,
skills, equipment, etc. which they have generated. They
tend to assume that their responsibility is to make
technical "input" into the social process, to insure that
technical activities are knowledgeably directed. The
tacit assumption is that the scientists have "something"
to offer. To be responsible means for them to be
concerned and make technical input relevant to the uses of
technical creations. The "flow" is from scientists as
sources to non-scientists as "needers". There is little,
if any, awareness of the scientists' need to learn. The
scientists do not go to non-technical people and ask for
assistance in understanding the non-technical world. It
is assumed that the non-technical world is fully
understandable to technical people---without them having a
balanced education regarding the various realities and
complex inter-relationships of the non-technical world.
Scientists will be unable to educe or help the non-
technical people until after they understand non-technical
people more sympathetically. They need to establish
rapport with non-technical people---before they try to
educate non-technical people in the values which
scientists consider to be essential. Scientists need to
recognize that meaningful dialogue is two-way, with a
balance between listening and speaking (in all kinds of
languages), rather than just broadcasting by one person,
and receiving by another.
Technically oriented people need to become profound
students of non-technical people. Profound non-technical
people have many insights to offer to technical people,
and vice versa. We all need to transcend the assumption
that education is essentially a process of technical
training, and never a process of non-technical learning.
Under the former assumption, the teachers must always be
technically oriented and skilled. Under the latter, the
teachers may be either technical or non-technical in
orientation. In the long run, inclusivity is wiser than
exclusivity. Scientists need to be more inclusive.
(c) 2005 by Paul A. Smith in
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