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The Sweet Mystery of Science
Hugh Pickens writes "Biologist David P. Barash writes in the LA Times that as a scientist he has been participating in a deception for more than four decades — a benevolent and well intentioned deception — but a deception nonetheless. 'When scientists speak to the public or to students, we talk about what we know, what science has discovered,' writes Barash. 'After all, we work hard deciphering nature's secrets and we're proud whenever we succeed. But it gives the false impression that we know pretty much everything, whereas the reality is that there's a whole lot more that we don't know.' Teaching and writing only about what is known risks turning science into a mere catalog of established facts, suggesting that 'knowing' science is a matter of memorizing says Barash. 'It is time, therefore, to start teaching courses, giving lectures and writing books about what we don't know about biology, chemistry, geology, physics, mathematics.' Barash isn't talking about the obvious unknowns, such as 'Is there life on other planets?' Looking just at his field, evolutionary biology, the unknowns are immense: How widespread are nonadaptive traits? To what extent does evolution proceed by very small, gradual steps versus larger, quantum jumps? What is the purpose of all that 'junk DNA"? Did human beings evolve from a single lineage, or many times, independently? Why does homosexuality persist? According to Barash scientists need to keep celebrating and transmitting what they know but also need to keep their eyes on what science doesn't know if the scientific enterprise is to continue attracting new adherents who will keep pushing the envelope of our knowledge rather than resting satisfied within its cozy boundaries."
And that sort of makes sense to me because what are you going to publish about if your field is dead? What is going to drive you to keep studying your field if it's a dead field. I will say I don't remember many exciting things coming out of my advanced math courses. I know that field isn't dead but my instructors were abysmal in that field. Even the statistics professor had more fire. And I think the reason behind that is that math is a very deep field with so many before us that have pushed that field so far. In order to make original progress in that field, it appears to me that you almost have to become a hermit. You've got to become some sort of phantasmal waif like the great Grigori Perelman.
And I think that's the essence of where this article becomes misaligned. The author is complaining about learning by rote but there's few other ways to accelerate young minds quickly up to the point of modern positions of each field. I feel polymaths become much more rare as each field deepens in knowledge and that's because they are all rapidly becoming very deep rabbit holes (like mathematics). For me, grade school and high school contained the teachers that this guy is complaining about and that's because they had no choice. I wasn't ready for the real questions that remain when I was learning about derivatives and integrals in high school. I probably would not have comprehended P=NP very well at that time let alone the proof to the Poincaré conjecture.
It is time, therefore, to start teaching courses, giving lectures and writing books about what we don't know about biology, chemistry, geology, physics, mathematics.
I think there's a healthy balance, if you're teaching about what you don't know about then what could the students possibly be learning? Instead, I think teaching by rote and example of what we do know while using what we don't know as a carrot is the best methodology. If you can make your students excited about the unknown possibilities while at the same time conveying the boring and known but pragmatic information then you hit that sweet spot of teaching at a college level.
As to the particular field discussed in the article: Yeah, evolutionary biology is a relatively young field with a lot to be learned yet. I realized only a fraction of what I don't know when I read and reviewed The Logic of Chance.
My work here is dung.
Teaching and writing only about what is known risks turning science into a mere catalog of established facts,
Science is about explaining things, not cataloging facts. If the guy thinks that the facts are the important bit, he's lost his way somewhere. Facts are the questions, theories are their answer and "science" is really the process of creating theories and disproving them. Hopefully replacing old theories with better or more refined ones. It's not about being able to recite the properties of a given thing, person or animal (those can be looked up).
politicians are like babies' nappies: they should both be changed regularly and for the same reasons
This was largely my experience up through high school. Science was taught as a body of facts, and less so taught as a process. When process was mentioned, it was taught as THE scientific method...which is not exactly how research is done! The whole body-of-facts approach makes it boring to most people.
Beginning in undergraduate courses, it was somewhat better. Mainly the beginning undergraduate courses were all about getting one up to date on a few centuries of research, and there just wasn't time to discuss the frontiers of the field. Really good teachers made time for it, and stressed that there is much more to be learned. I don't think any graduate school science course, at least among the physics ones I've taken, have treated the field that way. The underlying assumption was that there is much more to be learned. But that's why there is graduate school.
As a physicist, I would like to read a book on why people outside the field consistently refer to large things as quantum. It means 'the smallest discrete amount possible,' not large, composite chunks.
Regarding the article, science would be more honest about research if we emphasized what we don't know and what we're doing to learn new things in the field. Also, I might emphasize how science has changed, so students can see that the taxonomy charts they are filling out had less useful predecessors (kind of like making your C++ class learn how to type "Hello World" in Assembly or Fortran halfway through the year).
As a physicist, I would like to read a book on why people outside the field consistently refer to large things as quantum. It means 'the smallest discrete amount possible,' not large, composite chunks.
I believe (although I'm not an etymologist) that the source of your frustration is the irksome fact that Scott Bakula is better known in American households than Max Planck.
Regarding the article, science would be more honest about research if we emphasized what we don't know and what we're doing to learn new things in the field. Also, I might emphasize how science has changed, so students can see that the taxonomy charts they are filling out had less useful predecessors (kind of like making your C++ class learn how to type "Hello World" in Assembly or Fortran halfway through the year).
I think the key problem is that there's only so much time. Why did you pick Assembly or Fortran? Why not force computer science students to start out on punch cards or a PDP-6? In physics better models have been developed and while I learned of the less correct models (like combining the Rutherford and Bohr models) we never truly delved into their original states or why their failings drove them to something better. I think that's great stuff to preserve but ultimately when you're teaching high school physics there's just not enough time and students only retain so much. So I think sometimes we're forced to teach it by rote rather than as a process or journey that the student embarks upon.
My work here is dung.
The "unanswered questions" are critical for stimulating interest, but from the standpoint of accurate portrayal of science (the author's main point), what is more important is portraying the evolution of knowledge discovered thus far.
The most glaring example is the periodic table. Bam! There it is. It is knowledge in its most reductionist form. How were the elements separated and identified? Heck, how would you even go about separting elements today? (This would lead into the beginnings of material science, a subject important for everyday and political life but which much less than 1% of college students touch on, let alone grade school and high school students.)
I was really confused in all my science classes, because I was a Math/CS major. I would have been a lot less confused if someone had explained the philosophy of science -- not just the "scientific method" (and I don't think I even got that explicitly -- labs seemed to be more about showing how bad we were at taking measurements than about the process of discovery), but that the "laws" of physics were merely the best known model of observed phenomena, and that furthermore the models tended to break down at the extremes. I.e., it was never explained to me that science works backwards of math and computer science.
That's one reason I favor classical education for schools. Classical education cover the "great books" from the beginning of recorded human history to the modern era, in chronological order. Mortimer Adler, editor of Great Books of the Western World, called it the "Great Conversation".
A conversation that reveals the evolution of human knowledge is comprehensible, interesting in the way drama is, cross-disciplinary, and leads to holistic and lasting knowledge.
Yes, but many of them are the worst of both worlds. Speculative and unproven whilst being presented as dogmatic fact. This increases the public perception that science is both certain/absolute and changes its mind frequently/frivolously, and makes it even harder to explain how it really works.
The author is complaining about learning by rote but there's few other ways to accelerate young minds quickly up to the point of modern positions of each field.
But that's just it: you've done nothing for them if all they have done is learn by rote. They won't understand a thing, and everything you taught them will be easily forgettable. You do a disservice to people by making everything boring and assuming that they can't truly understand it.
Okay well somebody modded you up so let's take the example from the article:
In my first college-level biology course, I was required to memorize all of the digestive enzymes and what they do. Even today, I can't stomach those darned chemicals, and I fear the situation is scarcely much better at most universities today.
I'm not a biologist but here's how I'd teach this: 1) here's the methodology and a brief history of how they found these enzymes 2) here are the list of the all the known enzymes and their functions 3) this is why we suspect there might be more we don't know about or why we suspect we have discovered all of them. (keep in mind I have no idea which of those is reality)
So you teach that to the class and you tell them that they will be expected to know the full list of enzymes from number two. Okay so how do you propose we teach them that? Give them a cow's stomach and tell them to get to work? I mean, at the end of the day you only have so much time and you cannot give the students the opportunity to discover in a class period what took some well funded researchers many man months. You're best off to give them these enzymes "by rote" and, should they want more information, be able to approach you about this outside of class.
I'm more comfortable speaking about computer science so a comparison of this might be telling students about the evolution of memory management systems in operating systems "by rote" instead of forcing them to code each iteration of what Unix, Minix, Solaris, Linux, Windows 1, etc did to manage memory or schedule threads. There's only so much time and while this information is valuable in some context, it's not as valuable as being able to move forward to get to more pragmatic fronts of the field in question.
I'm totally open to hear how you think biology is supposed to teach enzymes. A lot of memorizing and teaching by rote in biology has to do with just coming to agreement on what you're going to call the bones of the body or tissues in the body or fragments of the skull or whatever you want to agree on with your area of focus. How do you make naming the bones of the human body fun and then expect them to read a paper on metatarsals and expect the students to have come up with a better name from metatarsals and know that that's what the paper is talking about?
My work here is dung.
I'm a HS science teacher [bio and chem] and he seems out of touch. Sure, he's right about there is a tonne of shit we don't know. Great. We also know there is a tonne of stuff we DO know. I constantly attempt to draw attention to BOTH. My students are regularly attempting to verify the 'what we know' and investigate the 'what we don't'. The latter is always a challenge at the HS level. A constant difficulty is that science 'stands on the shoulders of giants' and therefore to move forward we need to appreciate the past. Again, there is nothing new here. Lastly, I attempt to focus on concepts I HOPE my students move towards mastering. The fact is, many concepts require years of scaffolding, spiraling and application to truly understand. You really think you knew Newton's laws in grade 8 or 9? Memorizing the statements is fine but applying the concepts to authentic scenarios is challenging. I don't only teach facts, I ATTEMPT to teach a way of thinking and problem solving and wondering and all the other more interesting stuff.
They had more up-to-date knowledge about the issues of the faculty's politics and the mechanical problems of the coffee machine than their (former) field.
Oh I don't know if its that bad. To the best of my knowledge I'm the only person I've ever met who always asked any post-secondary educator about their PHd dissertation. Two observations:
1) On topic, virtually all of them spent the last 10% of their discussion talking about very recent work in that field. Apparently my favorite calc teacher tells people he takes credit for inventing how pretty much every kid learned algebraic equation multiplication in the 80s based on an enormous number of teaching experiments and lots of early computer based statistical analysis, but that was superseded by a more recent fad / trend / research around 1990 blah blah blah. I never fact checked these people, but even in something irrelevant to them now, they pretty much all keep up with old times.
2) Off topic, at least a small percentage of phd's are achieved on a non-dissertation track. Maybe 5% of my phd level instructors talked about submitting a large quantity of research papers with their name on it. Maybe luck, donno, but this seemed more prevalent outside the hard sciences. My pre-civil war history prof got his PHD based on lots and lots of published research papers some fairly interesting sounding historical economic analysis of England or something very similar to this story, but he claimed to never write "a" dissertation just turned in stacks of research papers and did his written and oral exams.
TLDR if you think your prof is clueless about modern research, motivate your prof by asking about their PHD dissertation and you'll probably get a pretty interesting speech about modern developments in the field both during and since the prof's dissertation.
I don't think this is all that surprising... J random luser walks up to me and asks whats new in the modern world of computing and I probably tell them to F off I'm busy, but if they have a good conversation starter about something from my past, maybe we'll have an interesting discussion instead.
"Science flies us to the moon. Religion flies us into buildings." - Victor Stenger
I think the unknown is far more fascinating than the known.
Indeed. Aristotle wrote a book 2400 years ago called, appropriately enough, "Questions". It's 400 pages of questions without answers, things he'd like to know but didn't, most if not all of them biology-related. As of today we have about 25% of them answered. At this rate in 7000 years we'll get answers for the remaining one (much less if things proceed exponentially, but a noticeable amount of time nonetheless). And that not taking into account the tons upon tons of additional unanswered questions added since...
Conservatism: (n.) love of the existing evils. Liberalism: (n.) desire to substitute new evils for the existing ones.
You can't participate in the discussion unless you do the reading.
The Socratic Method actually requires a good bit of that "lowly rote learning" that people like to be so dismissive of around here. It's a necessary prerequisite so that you know what everyone is talking about.
It's not glamorous but you can't skip lifting your head, rolling over, learning how to crawl and then how to walk.
A Pirate and a Puritan look the same on a balance sheet.