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%PEER STUDENT SUPPORT 801116
Healthy learning occurs most readily in a supportive
social context. Social contexts are defined primarily by
respected peers; e.g., for adolescent students, by other
adolescents---not by teachers. If teachers wish to define
a supportive social context for teaching science, they
must do so in cooperation with the student peers. If
students do not respect scientists and the learning of
science, they are not likely to respect and support
students who choose to respect scientists and the learning
of science. If the student social context is non-
supportive of scientists, then only relatively a-social or
anti-social students are likely to "buck-the-tide" and
identify with scientists and their peculiar ways of
feeling, thinking, and coping. Once they have mastered
the techniques of the scientists, then such students are
likely to use those techniques in a-social ways---in
keeping with their natures which occasioned their
identifying with scientists. The social implications of
scientists' life-styles are profound.
The formation of a social context which is supportive
of healthy learning of science is not a task which can be
accomplished by purely technical means. Scientists who
have been trained only in technical skills do not have the
personal competencies which are essential for effective
leadership of students in the formation of the social
contexts in which students can learn science and model
scientists' behavior in healthy ways. Teaching science,
thus, is not purely a technical task. There are essential
personal and social aspects to teaching science in a
personally and socially healthy way. The uses to which
science and technology will be dedicated depend heavily
upon the social context in which it is taught.
Some people seek to deal with the issues of the
social responsibility of scientists in legalistic terms,
in terms of rules governing the uses of knowledge and
skills. Legalism guides judgments and alienation, not the
uses of technical knowledge and skills. It will be wise
to focus upon the creation of healthy personal and social
contexts in which students may learn to behave like
healthy scientists who are mature persons.
(c) 2005 by Paul A. Smith in
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