Technology

The End of Science Education in the West?

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New Zealand may adopt a new science curriculum that doesn’t have much actual science in it:

Central concepts in physics are absent. There is no mention of gravity, electromagnetism, thermodynamics, mass or motion. Chemistry is likewise missing in action. There is nothing about atomic structure, the periodic table of the elements, compounds or molecular bonding,” he  said  of the draft.

Rather than physics, chemistry, and biology, the document proposes teaching science through four contexts that appear to draw from fundamental principles of the  United Nation’s  Agenda 21: climate change, biodiversity, infectious diseases,  and the  water, food, and energy nexus.

Sounds a lot like the science curriculum that was proposed in the UK circa 2005:

Instead of learning science, pupils will “learn about the way science and scientists work within society”. They will “develop their ability to relate their understanding of science to their own and others’ decisions about lifestyles”, the QCA said. They will be taught to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the “social, economic and environmental effects of such decisions”.

They will learn to “question scientific information or ideas” and be taught that “uncertainties in scientific knowledge and ideas change over time”, and “there are some questions that science cannot answer, and some that science cannot address”. Science content of the curriculum will be kept “lite”. Under “energy and electricity”, pupils will be taught that “energy transfers can be measured and their efficiency calculated, which is important in considering the economic costs and environmental effects of energy use”.  (The above is from John Clare’s article in the  Telegraph.)

According to Melanie Phillips: “The reason given for the change to the science curriculum is to make science ‘relevant to the 21st century’. This is in accordance with the government’s doctrine of ‘personalised learning’, which means that everything that is taught must be ‘relevant’ to the individual child.”

2005 was a long time agoI don’t know whether or not this curriculum is still in place in the UK; I use it as an example because it makes a certain kind of thinking very clear.   The class is not really about Science, it is about ‘Society’, and everything that is taught must be ‘relevant’ to the child.

And, closer to home, California has a new math curriculum.   While math teaching certainly could use improvement, I don’t have a good feeling about this program…see for example this and this,  also these comments.

Also, the curriculum includes “data science” as an alternative to Algebra II…see this critique:   “Here’s the issue: the data science course is not a good path to a career in data science…It’s math lite for kids who don’t expect to use much math in life. And that’s fine!…as long as the kids KNOW that’s what they’re signing up for. But it’s not being sold that way — it’s being sold as a way to get more kids into data science. …and that’s misleading.”

An actual San Francisco data analytics guy offers this detailed analysis and critique of the curriculum.

Here’s a post with a rather arresting title from a few days ago at Ricochet:   She’s a brilliant teacher, perhaps she should stop.   At a BBQ, the writer encountered a teacher from his high school days.

Besides my mother, she is the best teacher I’ve ever had. She taught me Physics and Inorganic Chemistry. And the way she taught — understanding rather than memorization — allowed me to ace science and math classes in college and medical school. She helped me so, so much.

She is now 61 years old and is considering retirement. She moved from my public school to a private school, but it’s still wearing her down. She complains that modern students lack curiosity and motivation, while administration and parents pressure her to just give everyone A’s. She teaches how to understand science and math — but they just want her to stamp her approval on their resume. She’s growing increasingly frustrated, to the point where she doesn’t want to go to work anymore.

This is a different problem from the problems of deliberately-weakened curricula, but the root is the same: the belief that acquisition of knowledge is not what matters, rather, what matters is moving through the system and getting that piece of paper.   (And, in the case of many updated curricula, ideological indoctrination is also a key objective)

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Society, Social Media, and Human Nature

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The Instagram Panopticon, at Quillette, discusses the way in which social media has encouraged people to carefully curate their self-presentations and to judge the self-presentations of others.

I think it is certainly true that new kinds of media can affect how people think, feel, and interact…and this effect is nothing new. Joseph Roth, who lived in Berlin in the 1920s, wrote about the impact of radio:

There are no more secrets in the world. The whispered confessions of a despondent sinner are available to all the curious ears of a community, which thanks to the wireless telephone has become a pack…No one listened any longer to the song of the nightingale and the chirp of conscience. No one followed the voice of reason and each allowed himself to be drowned out by the cry of instinct.

He didn’t like photography very much, either:

There are no more secrets in the world. The whispered confessions of a despondent sinner are available to all the curious ears of a community, which thanks to the wireless telephone has become a pack…No one listened any longer to the song of the nightingale and the chirp of conscience. No one followed the voice of reason and each allowed himself to be drowned out by the cry of instinct.

But the focus on self-presentation and on evaluating the presentations of other goes back much further.   Consider, for example Russia’s ‘paper Facebook’ of the 19th century.   No computers and no telephones, but, among aristocrats and the well-off, visiting cards were   very important…and:

The cards, decorated with vignettes and lettering, were usually piled somewhere in the entrance hall of a rich house either on a coffee table or tucked behind the mirror; so when a guest was coming, while he waited for the servants to tell the host he’s got a visitor, the guest could assess the popularity and social ties of his host by looking at the cards.

The fashion mongers of the era flaunted each other with a set of business cards from famous and popular people, just as some people now flaunt how many Facebook stars they are friends with!

There were even bot-equivalents to increase one’s count of Likes:

Some people even paid the doormen in rich people’s houses for visiting cards of famous persons princes, counts, rich businessmen to tuck these cards behind their mirrors and make their guests believe they are sometimes visited by such ‘posh’ persons.

Going back even further, in one of Fielding’s novels a woman takes great pleasure in going through the visiting cards of people who called on her.   Again, similar to like-collecting on Instagram or Facebook, probably exactly the same dopamine hit.

So yes, changes in media do influence human perception and behavior…but we must be careful not to ascribe things to new media which are really human constants.

Worthwhile Reading and Viewing

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There’s been lots of talk about the need for the US to produce more of its own semiconductor chips–but it’s not just the making of the chips that matters, it’s also the making of the machines that make the chips.   The market for the highest-end chipmaking equipment is dominated by the Dutch company ASML, which now will be prohibited from exporting these machines to China, per Dutch government agreement with US request.

ASML’s current high-end lithography machine has over 100,000 components and takes 40 freight containers to ship.   Unsurprisingly, ASML’s CEO says that the export restrictions will simply push China to create its own technology, and also unsurprisingly, David Goldman (‘Spengler’) agrees.

Mark Andreessen says The most important idea and paper I’ve encountered in the last 20 years is “availability cascades”.    His summary here.

The strategic importance of the Black Sea, especially as it relates to the Ukraine War.

Dating dealbreakers for women.

Speaking of dating, here’s a study suggesting that creative output leads to mating opportunities.

Ridicule:   Some thoughts at The Orthosphere.

Violence and Self-Esteem: Some thoughts on the connection.

How people kept multiple tabs open in the 1500s:


Searching For That Part That Was Unobtanium

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When my cars have needed interior work, I have gone to one place for years. Whether it is a simple replacement for a seat bolster, rubbed raw after years of sliding in and out of the driver’s seat, new seat covers, a new roof headliner,  or now, a new convertible top for my 27-year-old Mercedes-Benz SL500 I have only one place.

And without exception, when I go there, I always like to take pictures of the current customer cars having work. You might see a 1930 Bentley next to a 1957 Chevy. I have always felt that the owner is a perfectionist.

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Lighter than Air: Balloons and Dirigibles in Warfare

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It may seem weird, at our present level of technology, to think of a balloon as an international issue and a possible security threat.   Balloons and dirigibles, though, have a long history in warfare and national security.

The first military use of balloons was by the French revolutionary army, which used tethered balloons for observation purposes, notably at the Battle of Fleurus (1794), where a hydrogen-filled balloon was employed. Balloons were used by both sides in the American Civil War; by this time, telegraph equipment was available to facilitate the transmission of messages back to officers on the ground.

In the First World War, balloons were used for observation, and were important in accurate targeting of the longer-range artillery that had become available, but the war also saw the first military use of lighter-than-air craft that could maneuver under their own power–dirigibles.   Prior to the war, the German Zeppelin company had conducted extensive development of dirigibles and had even employed them for scheduled passenger trips within Germany. The LZ 10 Schwaben, built in 1911, was 460 feet long and could carry 20 passengers. Powered by three engines of 145hp each, it could reach a maximum speed of 47mph.

When war broke out, it was inevitable that Zeppelins would be use for military purposes. In the first raid on London, a Zeppelin dropped 3000 pounds of bombs, including incendiaries which started 40 fires.   Seven people were killed.   Airships became larger with heavier bomb loads, and fleets of up to 11 ships attacked the British capital city. The Zeppelins were vulnerable, though, to incendiary bullets and rockets.   Climbing to higher altitudes offered some protection, as did a clever tactic in which the ship would cruise in or above the clouds, with observers situated in a basket lowered as much as a mile below its Zeppelin.   But losses among the attackers were high and growing.   More of these bombing missions here.

A pioneering airborne logistics mission was also attempted, with a resupply mission to the German force in East Africa which was commanded by General von Lettow-Vorbeck.   The airship L-59, seven hundred and fifty feet long, was loaded with fifty tons of equipment and departed on a journey of over 3000 miles.   The intent was that the airship would be cannibalized when it reached its destination with the envelope used for tents and the engines employed to power generators. Just a few hundred miles from its destination, though, the airship received a message stating that General Lettow-Vorbeck had been decisively defeated, there was no longer any point in the mission, and they should return to Germany.   Which they did.   It turned out that the message had been based on a British deception operation.

In the run-up to WWII, the Graf Zeppelin was used to gather signals intelligence on British radio and radar systems. Large rigid airships were not used in the war itself, the US Navy’s ships having all come to bad ends…but blimps were used extensively for antisubmarine work:   168 of them were built for this purpose. They were primarily intended as observation platforms, being eventually equipped with radar and with magnetic anomaly detectors, as well as being great visual platforms, but were also armed with depth charge bombs and machine guns. They were apparently quite effective in helping to combat the submarine menace, and only one of them was lost to enemy action.

Since 1980, tethered aerostats have been used for border surveillance and have also been employed in Iraq and Afghanistan.

Stratospheric balloons, such as the Chinese balloon that was just shot down, are used for aerial imagery, telecommunications, and weather forecasting.   They have been improved in recent years, and some of them have at least some ability to navigate in desired directions by changing altitude to find winds going the right way.   More here