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%TEACHING METHODS 781012
Science teachers often teach methods of approaching
reality---while in their own mind they are teaching the
content of science. Their focus is upon the facts, data,
concepts, definitions, relationships, objects, equipment,
etc. of science. Scientists tend not to consciously deal
with the essential existential aspects of the methodology
of science. They do not deal explicitly with the
fundamental procedural assumptions which underlie their
activities. Their methodology is taught by indirection---
even when they are explicitly teaching scientific
techniques. Conscious awareness of technique is not the
same as a conscious awareness of the methodology which
those techniques serve. Science teachers thus often train
technicians who are unaware of the values, and methodology
which dominates their technical activities. They often
are unaware of the history of the development of the
methodology which directs their professional activities---
and so tend to be the repeaters of historical mistakes
rather than students of historical mistakes, who know how
to avoid repeating them.
Scientists have often been disdainful of teacher
education programs which consciously deal with teaching
methods. The programs teach methods for teaching---being
consciously concerned with the methodology and the history
of its development. Perhaps scientists are put ill at
ease by such a conscious consideration of the history of
the development of a methodology---because they by
collusion are ignoring the history of the development of
their own methodology. Scientists may fear to deal
overtly with their own methodology, because to do so would
make their own methodology vulnerable to criticism by
profound people who do not share the same set of biases.
Keeping the methodology covert protects it from profound
criticism---leaving it mysterious and the focus of
reverence on the part of people who do not understand
science. In this way scientists can maintain their
positions as high priests of the mysteries of science---
and be reverenced by the many people who are not qualified
to serve in the laboratory-temples of science.
Because of their disdain for teaching methods---
scientists often are not very successful teachers of
typical students. Their teaching failures tend to weed
out students who are unlike themselves---and so scientists
perpetuate their priesthood.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
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