Difference between revisions of "Hobson:2009"
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Date: Thu, 22 Oct 2009 02:44:32 PM EDT | Date: Thu, 22 Oct 2009 02:44:32 PM EDT | ||
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From: Art Hobson | From: Art Hobson | ||
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To: PHYSOC@LISTSERV.UARK.EDU | To: PHYSOC@LISTSERV.UARK.EDU | ||
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Subject: Re: Poll shows fewer Americans "believe" in global warming | Subject: Re: Poll shows fewer Americans "believe" in global warming | ||
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Dear friends - | Dear friends - | ||
| − | I heartily agree with Marty about the word "belief." Scientists, | + | I heartily agree with Marty about the word "belief." Scientists, when writing or speaking as scientists, should try to remove that word from their vocabulary. |
| − | when writing or speaking as scientists, should try to remove that | ||
| − | word from their vocabulary. | ||
| − | Marty asks "can science ever make headway in educating the public?" | + | Marty asks "can science ever make headway in educating the public?" |
| − | I think we can make headway, but that we don't try. To educate the | + | I think we can make headway, but that we don't try. To educate the public, our first emphasis must be on scientific literacy for all rather than on technical training for future scientists and engineers. But how many high schools put general conceptual physics for all students first, and the AP courses for future scientists second? How many university physics departments put physics for non-scientists first, and calculus- or algebra-based physics for scientists and engineers second? We need to focus first and foremost on socially- and culturally-relevant physics for all students. As long as we don't really try to "make headway in educating the public," we'll never achieve it. |
| − | public, our first emphasis must be on scientific literacy for all | ||
| − | rather than on technical training for future scientists and | ||
| − | engineers. But how many high schools put general conceptual physics | ||
| − | for all students first, and the AP courses for future scientists | ||
| − | second? How many university physics departments put physics for | ||
| − | non-scientists first, and calculus- or algebra-based physics for | ||
| − | scientists and engineers second? We need to focus first and foremost | ||
| − | on socially- and culturally-relevant physics for all students. As | ||
| − | long as we don't really try to "make headway in educating the | ||
| − | public," we'll never achieve it. | ||
Cheers - Art | Cheers - Art | ||
Latest revision as of 11:16, 4 December 2009
Part of bibliography:<bib>Hobson:2009</a>
Date: Thu, 22 Oct 2009 02:44:32 PM EDT
From: Art Hobson
To: PHYSOC@LISTSERV.UARK.EDU
Subject: Re: Poll shows fewer Americans "believe" in global warming
Dear friends -
I heartily agree with Marty about the word "belief." Scientists, when writing or speaking as scientists, should try to remove that word from their vocabulary.
Marty asks "can science ever make headway in educating the public?" I think we can make headway, but that we don't try. To educate the public, our first emphasis must be on scientific literacy for all rather than on technical training for future scientists and engineers. But how many high schools put general conceptual physics for all students first, and the AP courses for future scientists second? How many university physics departments put physics for non-scientists first, and calculus- or algebra-based physics for scientists and engineers second? We need to focus first and foremost on socially- and culturally-relevant physics for all students. As long as we don't really try to "make headway in educating the public," we'll never achieve it.
Cheers - Art
