Americans like science, but don't understand it

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Discussion Overview

The discussion centers around the perception of science among the American public, exploring themes of scientific understanding, education, and cultural attitudes towards science. Participants express various viewpoints on the implications of survey results regarding public opinion on science and the factors contributing to perceived ignorance.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Meta-discussion

Main Points Raised

  • Some participants note that while Americans generally appreciate science, there is a significant gap in understanding scientific concepts.
  • One participant suggests that public ignorance reflects a failure of the scientific community, while another counters that it is primarily an educational system failure.
  • Concerns are raised about the public's acceptance of pseudoscientific beliefs and the perceived disconnect between science and societal values.
  • There is a proposal for a cultural shift to encourage positive attitudes towards science and mathematics, with some arguing against stigmatizing those who struggle with these subjects.
  • A few participants engage in a metaphorical comparison between science and pizza, questioning the relevance of understanding science in societal progress.
  • Some express skepticism about the validity of survey results due to the lack of comparative data from other countries.
  • Discussions also touch on the complexity of scientific communication and the challenges in conveying nuanced scientific information to the public.

Areas of Agreement / Disagreement

Participants express a range of competing views regarding the causes of public misunderstanding of science and the role of education versus the scientific community. No consensus is reached on these issues, and the discussion remains unresolved.

Contextual Notes

Limitations include the reliance on a single survey for understanding public attitudes towards science, as well as the absence of comparative data from other nations that could provide a broader context.

  • #31
Arthur Benjamin makes interesting points about basic mathematics that should be taught in high schools, but isn't, here:

 
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  • #32
Pythagorean said:
If it were one or the other, I'd prefer the company of socially intelligent people to scientifically intelligent ones. You can be good at math and have a good foundation in science, but it doesn't justify treating people like dirt, especially for having a different taste in knowledge than you.

Also, if you want to be able to survive independent of mainstream society, indigenous knowledge far outweighs scientific knowledge.

You appear to be suggesting that scientific intelligence and social capabilities are exclusive; they are not, and it should not be expected to be so.
 
  • #33
Chi Meson said:
You appear to be suggesting that scientific intelligence and social capabilities are exclusive; they are not, and it should not be expected to be so.

I) Some people can be scientific intelligent but socially incapable.
II) Some people can be socially intelligent but have no scientific intelligence.
III) Some people are both scientifically and socially intelligent but not all people fall into this category.

Pythagorean is only talking about I or II which do exist.
 
  • #34
rootX said:
I) Some people can be scientific intelligent but socially incapable.
II) Some people can be socially intelligent but have no scientific intelligence.
III) Some people are both scientifically and socially intelligent but not all people fall into this category.
Of course they don't. In fact very few people fall into any clear-cut category at all, including I and II in the above table.

As to Pythagoras' post, I think there was an implied reference within it that I didn't pick up on the first read.
 
  • #35
Chi Meson said:
Of course they don't. In fact very few people fall into any clear-cut category at all, including I and II in the above table.

As to Pythagoras' post, I think there was an implied reference within it that I didn't pick up on the first read.

I didn't mean to imply that everyone was one or the other. I was just saying that given a choice between the two extreme situations, I would prefer the more socially intelligent company.

I definitely don't mean to spread the stereotype that all scientists are socially inept. Also, I don't really mean to cut on that kind of social inadequacy. The scientist stereotype often refers to nervous and awkward. This may not mark a social elite, but they're eons ahead of crass and pretentious (which is what I was mostly referring to).
 
  • #36
Some might find the following to be quite surprising.

Art Hobson, in a letter published the July 2008 issue of The American Journal of Physics, writes:

"Fortunately, the U.S. system of higher education allows us a perfect opportunity to do this. Our system requires most college students to take a variety of general education courses in history, language, literature, the arts, and the sciences. All European nations, and most other nations, have no such general education requirements for college students. U.S. adults have scored far higher than European adults during two decades of tests of general scientific literacy by Jon D. Miller,2 Director of the International Center for Scientific Literacy at Michigan State University. Miller has shown that the U.S. required college science courses for nonscientists are almost certainly the reason for this unexpected result, and that these courses are surprisingly effective at instilling lifelong scientific literacy.3 As Miller puts it, “What we are seeing here is a result of the fact that Americans are required to take science courses at the university, while Europeans and Asians are not.

2 For an overview of Miller’s program of scientific literacy measurements and analysis, see J. Trefil, Why Science? Teacher’s College Press, New York, 2008, Chap. 6.

3 A. Hobson, “The surprising effectiveness of college scientific literacy courses,” submitted for publication to The Physics Teacher, preprint available at physics.uark.edu/hobson/ pubs/08.01.TPT.html."
 
  • #37
Off topic posts deleted, the thread is closed.
 
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