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%UNRESPONSIVE NONPERSONAL SCIENCE 781123
Traditional instruction presents to students an
unresponsive nonpersonal science. A collection of eternal
completely general laws-of-nature is not very engaging to
adolescents who are seeking to find meaning for their
lives through personal involvement and the making of
personal contributions. If the laws are eternal and have
all been discovered, what is there for young people to do
--- copy the work of adults against whom they are in
rebellion in an effort to become persons in their own
right? If the laws are completely general what room is
there for consideration of the uniqueness of each person
who wants to be accepted as a unique person---rather than
as an illustration of some general principle or law?
Science as a nonpersonal static reality is not very
appealing to adolescents seeking to make their own unique
mark in the world.
Students may be asking in the deepest parts of their
being, "Why should I get involved with science if science
will not be responsive to me, will not change by my
involvement?" It would be absurd to fall in love with a
department store mannequin or any other person who showed
no potential or change through intimate involvement. If
science is perceived as totally unresponsive to students'
interest then science is no more attractive than an
eternal department store mannequin.
For students to become genius scientists they must be
free to make their own discoveries in their own ways. They
must be free to question traditional assumptions, values,
world-views, and concepts; and free to put them to the
test of relevance in their own experience. Instructional
programs which inhibit such freedom and which thus present
an authoritarian science will be instruments of alienation
for rebellious adolescents. The failure of such programs
can be understood only if terms of how they fail to meet
adolescents' needs, not in terms of traditional values
which scientists usually affirm. For adolescents to become
modern scientists they must be able to integrate their
kinds of knowing and that which science has traditionally
focused upon---to create a transcendent kind of knowing
which the adolescents can call their own. Second hand
knowledge is not very engaging.
(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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