How Our Culture Keeps Students Out of Science
Original post made by Sharon, Midtown, on Aug 5, 2008
Some keen insights on the dismal state of science education in our schools.
"In March, Bill Gates, the founder of Microsoft, testified before the House Committee on Science and Technology about the abject failure of American schools, colleges, and universities to prepare students for advanced study in the sciences.
At least on the emotional level, contemporary American education sides with the obstacles. It begins by treating children as psychologically fragile beings who will fail to learn and worse, fail to develop as "whole persons" if not constantly praised. The self-esteem movement may have its merits, but preparing students for arduous intellectual ascents aren't among them. What the movement most commonly yields is a surfeit of college freshmen who "feel good" about themselves for no discernible reason and who grossly overrate their meager attainments.
The antiscience agenda is visible as early as kindergarten, with its infantile versions of the diversity agenda and its early budding of self-esteem lessons. But it complicates and propagates all the way up through grade school and high school. In college it often drops the mask of diffuse benevolence and hardens into a fascination with "identity."
In 2006 the National Academy of Sciences issued a report, "Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering." Officials of the National Science Foundation and the Department of Education are looking to use Title IX to force science graduate programs to admit more women. The big problem? As of 2001, 80 percent of engineering degrees and 72 percent of computer-science degrees have gone to men.
A society that worries itself about which chromosomes scientists have isn't a society that takes science education seriously. In 1900 the mathematician David Hilbert famously drew up a list of 23 unsolved problems in mathematics; 18 have now been solved. Hilbert has also bequeathed us a way of thinking about mathematics and the sciences as a to-do list of intellectual challenges. Notably, Hilbert didn't write down problem No. 24: "Make sure half the preceding 23 problems are solved by female mathematicians."
Obsession with the sex and race of scientists is just one more indication of how American higher education has swung into orbit around the neutron star of identity politics."
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