Tom Jonard's Science Education Page
We live in an increasingly complex and technological society. Surely the best preparation we can give our children for life in such a society should include the best science education that we can afford.
Whether we are referendum voters or representative leaders we are all called upon from time to time to participate in making decisions in issues with scientific input or technological impact. Evaluating any of these (Is it a real? Is it a problem? What should be done?) requires an understanding of science (what it is and does) and technology (what we can and cannot do).
Here is a partial list (in no particular order) of issues with global consequences that require knowledgeable decision making:
Ozone depletion. Global warming. Deforestation. Habitat depletion. Species extinction. Food Irradiation. Wetlands destruction. Acid rain. Over-population. Missile defense.How do we as a society want to handle such issues? What (if any) is the best way? Should we rely on an elite group to understand them and evaluate the alternatives for us or do we believe that we should each assess each situation for ourselves and participate in the decisions? If we claim to believe in the latter -- and I think that we are right do so -- then we also surely expect people to be informed and even to inform themselves about the issues they decide. This kind of personal power isn't just a right. It's a privilege and one with which also comes a responsibility -- a responsibility to always strive to make the best, informed choices.
Here are some topics of interest to anyone concerned about the state of science education:Creationism in the classroom Updated 12/11/02Science Illiteracy
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Created March 23, 2002,