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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History Friday – The Care of an Army

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I’ve been going deep in the weeds in research for the current work in progress, the long-put-aside Civil War novel, concerning the experiences of a spinster of independent means, who is active as an abolitionist lecturer in the 1840-1850 time frame, and a battlefield nurse during the war years. Frankly, the research is fascinating in and of itself; the matter of the existence of slavery in the United States was a contentious and hard-fought-over issue in the antebellum years. It’s been quite the antidote to the current 1619 historical fantasy, reading through memoirs and accounts of and by notable abolitionist crusaders of the time. Not only did the existence of the ‘peculiar institution’ in the pre-war South retard economic progress there (as industry and immigration favored the North) but the fight against it was sustained and uncompromising. The first half of the book is just about complete it’s the second half, concerning the war and most particularly the operation of field hospitals that has me deep in another field of weeds now, discovering some extraordinary stories and some extraordinary women.
One of the reasons that I love writing historical fiction I very rarely need to create anything of whole cloth and imagination; generally, the honest-n-truth version of events often surpasses anything I could possibly make up. So it is with the epic of a little-recalled national volunteer relief organization called, most prosaically, the United States Sanitary Commission, which mobilized women for the war effort to an extraordinary degree as nurses, administrators, counselors and organizers of countless benefits to raise funds for military support, the care and healing of the wounded, and later, for the welfare of veterans.

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Alton’s Farm

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Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a  sedes, a seat?—better if a country seat. I discovered many a site for a house not likely to be soon improved, which some might have thought too far from the village, but to my eyes the village was too far from it. Well, there I might live, I said; and there I did live

                                                                      Henry David Thoreau – Walden

Alton died last week.   At 85,  the last of John Jerry and Lydia Machann’s family:   six boys and two girls surviving to adulthood.   He had remained on the family farm, making it yield enough (cattle, cotton, oil) to buy another plot and support him and his brother, AC, for their long lives.   When a third brother, Robert, took early retirement from his factory job and returned to the farm, he, too, bought another plot, left to Alton. A child when his family moved in, Alton died in the house they built to anchor that land.

The Machans were stubbornly individualistic:   half Machans; the other half Machanns.   However, with all those sons, the name died out quickly.   Half the sons were not the marrying kind, another was childless, another had a son and daughter but that son died far too young, and the third was my husband’s father  an only child, whose children are all girls. The three brothers led quiet if demanding lives. In his last bedridden years, farm life went by his window he worried about whether a cow ambling by needed deworming, he’d consult the weather reports to see what was coming and his bird books as he watched his feeder.

Before we married, my husband returned to Austin one Sunday, having signed away all but oil royalty rights to the land left by his grandparents.   All the siblings (or siblings’ representatives) had.   There were many rational reasons for one, broken up it would not even support a lonely farmer.  Then, Alton wanted to farm.   He told his oldest friend about going to Waco, working in the factory for a week.   He returned ready to beg to stay on the farm; I can’t imagine his parents didn’t need another set of hands farms generally do.    This signing was after his parents’ deaths.

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Hollowed Out

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My daughter and I took Wee Jamie, the Wonder Grandson, and our next-door neighbor up to Canyon Lake to spend the day of the 4th of July at the military recreation site there; there are pavilions there above small sandy beaches, for the use of active military and retirees to picnic in, restrooms and shower complexes (in need of serious renovation, or at least a sand-blasting and a clean-out of crud and insect life), an RV park, some boat ramps, and a scattering of cabins for rental. The day was overcast until late in the afternoon, and it has been very, very hot and rainless for the last two or three weeks, so the water level was quite low. Both the boat ramps on the Air Force side were well out of the water, and there was quite a lot of exposed beach, much more than last 4th, when we also spent the day there.

But there was a good crowd at the beach, mostly families with children, venturing into the rather silty water, with innertubes and floaties and small life vests for the smallest children, in the intervals between the adults barbequing and drinking. It all seemed utterly normal, and yet hollow, as if we were only going through the motions out of habit more than anything else.

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