If we teach only the findings and products of science—no matter how useful and even inspiring they may be—without communicating its critical method, how can the average person possibly distinguish science from pseudoscience? Both then are presented as unsupported assertion.
Tag: scientific literacy
With great science comes great responsibility
Why instead did the West slumber through a thousand years of darkness until Columbus and Copernicus and their contemporaries rediscovered the work done in Alexandria? I cannot give you a simple answer. But I do know this: there is no record, in the entire history of the Library, that any of its illustrious scientists and scholars ever seriously challenged the political, economic and religious assumptions of their society. The permanence of the stars was questioned; the justice of slavery was not. Science and learning in general were the preserve of a privileged few. The vast population of the city had not the vaguest notion of the great discoveries taking place within the Library. New findings were not explained or popularized. The research benefited them little. Discoveries in mechanics and steam technology were applied mainly to the perfection of weapons, the encouragement of superstition, the amusement of kings. The scientists never grasped the potential of machines to free people. The great intellectual achievements of antiquity had few immediate practical applications. Science never captured the imagination of the multitude. There was no counterbalance to stagnation, to pessimism, to the most abject surrenders to mysticism. When, at long last, the mob came to burn the Library down, there was nobody to stop them.