Society MUST Understand how the Natural World Works
Except for children, few of us spend much time wondering why Nature is the way it is; where the Cosmos came from, or whether it was always here; or whether there are ultimate limits to what humans know. There are even children who want to know what a black hole looks like; why the sky is blue; how does a balloon stay up in the air; what makes the human body work; and why there is a Universe.
I have many opportunities to teach children at various ages and have observed that many of these children are natural born scientists. They have inquisitive little minds filled with curiosity and wonder. Provocative and insightful questions bubble out them with enormous enthusiasm. I am often asked follow-up questions that have the potential to take up the whole day. These children have never heard of the notion of a dumb question.
I find something all together different when talking to middle and high school students. A great deal of them seem to get by by memorizing facts and the joy of discovery that led to those facts has gone out of them. They have lost most of the wonder, and gained little skepticism. This particular age group's main concern is not taking up class time asking dumb questions. They are willing to accept inadequate answers and they don't ask follow-up questions. Many of them are more concerned with the placement of the hands on the clock and when the school bell is going to ring. The middle and high school classrooms are often saturated with indirect glances to judge the approval of their peers. As a graduate student, it is frightening to see the same behavior acted out in upper-level college courses. The negative glances from those who lack respect for learning defi...
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..., drive to learn things and then to exchange the information with others (239).
I understand the natural world to be an absolutely essential tool for any society with a hope of surviving the next century. It is of tremendous importance that we take responsibility as parents and teachers and start generating critical, curious, and imaginative students. The worlds needs and deserves a society with a basic understanding of how the natural world works.
Works Cited
Bishop, J. Thomas. "Enemies of Promise." In the Presence of Others: Voices That Call for Response. Second Edition.
Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 26-261. Thomas, Lewis. "The Hazards of Science." In the Presence of Others: Voices That Call for Response. Second Edition.
Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 239.
Bishop, J. Michael. "Enemies Of Promise" The Presence Of Others Ed. Andrea A. Lunsford, John J. Ruszkiewicz New York: St. Martin's, 1997 255-263.
Bishop, Michael J. "Enemies of Promise" The Presence of Others. C Comp. Andrea A. Lunsford and John J. Ruskiewicz. New York: St. Martins, 1997 255-263.
Dr. Michael Shermer is a Professor, Founder of skeptic magazine, and a distinguished and brilliant American science writer to say the least. In His book The Moral Arc: How Science Makes Us Better People he sets out to embark on the daunting task of convincing and informing the reader on sciences’ ability to drives the expansion of humanity and the growth of the moral sphere. Although such a broad and general topic could be hard to explain, Shermer does so in a way that is concise, easy to understand, and refreshing for the reader. This novel is riddled with scientific facts, data, and pictures to back up shermers claims about the history of science, humanity and how the two interact with one another.
Pinus lambertiana, commonly known as the sugar pine, is found on the west coast in the mountains of Nevada, California, Oregon and Mexico. The sugar pine is the tallest of all pines and has the longest cones of any conifer. It is very important in these regions for both economical purposes and the environment. (Habeck)
Throughout this course, I have engaged my oldest child in discussions on the topics covered. He is interested at first, believes he knows the correct answer, and then becomes frustrated when there is no simple or correct answer. His reaction is, I believe, entirely age appropriate. Unfortunately, it seems that many people do not move beyond this need for simple answers and dismissal of complexities.
Child abuse, while having many different forms and levels of severity, can be basically defined as the maltreatment of a child by a parent or other adult. When one thinks of child abuse, usually the first thing that comes to mind is physical harm, but the issue is actually much more complex. The abuse of a child can also be manifested in verbal and emotional forms, as well as in sexual molestation. All forms of child abuse generally result in similar emotional disorders and behavioral issues, but the major consequences of sexual abuse, such as mental or emotional scarring, promiscuity, and the tendency of former victims to become sexual abusers, cause it to be the most severely damaging form of child abuse.
Bishop, J. Michael. "Enemies of Promise." The Presence of Others:Voices that Call for Response. 2nd ed. Ed Andrea A. Lunsford and John J.Ruszkiewics. New York:St Martin's Press, 1997. 255-263.
Child Abuse is an extremely significant conflict around the world; it is the physical maltreatment or sexual molestation of a child. There are 4 main types of victimization against children. Those containing physical, emotional, sexual abuse and neglect. Physical abuse is when a parent or guardian wounds their child in the form of injuring them or in any other manner causing them agony. Emotional abuse also recognized as mental abuse is when they mentally upset a child’s feelings that may generate trauma. Sexual abuse can probably be characterized as someone forcing a child in an act of unwanted sexual relationships. Neglect is the form of not providing a child with their basic physical and emotional necessities. Most people are forming organizations to prevent from future child abuse occurring but most people are also not getting involved in such dangerous crimes. Usually more than 90% of abusers tend to be people children know, love, or trust, according to Bright Futures 4 Kids.
As children we are born with a natural curiosity that pulls us out into the world. Going out and experiencing new things, seeing different environments; like the first time you see the ocean or snow or the Grand Canyon, it adds to the world that we know and changes our perspective on it with each new thing. But if we reflect upon it and ask what is the ocean? Or what is it that gives us life and makes us so different from a rock. These are questions which cannot be easily answ...
“In 1999, Dr. Jack Kevorkian, a Michigan physician known for openly advertising that he would perform assisted suicide despite the fact that it was illegal, was convicted of second-degree murder” (Lee). The fact of the matter is human being...
The early childhood years are a period of rapid change in the brain, this leaves children exceptionally vulnerable to psychological abuse. Psychological abuse includes rejecting, ignoring, criticizing, belittling, humiliating, threatening with violence, or otherwise terrorizing the child, all of which have the effect of eroding the child's self-esteem and sense of security. Psychological abuse can come as a result of actions that do not specifically target the child. Studies show that children who have experienced domestic violence are more anxious and insecure then those who do not. Children who observe violence react with many of the same psychological symptoms as children who have experienced it directly. Psychological abuse is often accompanied by other forms of abuse. It is difficult to prove, however, and rarely is
Gatto argues that the students are taught just to memorize facts and that curiosity is suppressed. In my experiences, however, high schools have changed to have students be intellectually curious. As mentioned earlier, my science classes did not give answers. We had to test and discover what the truth is behind theories. We were given basic guidelines to understand and know what concepts to look for, but that does not limit one’s curiosity. There are multiple ways to write up an experiment to test a hypothesis. We had to make our own procedures and use them to learn. I had many nights where I was questioning whether my procedure would suffice in understanding the concepts at hand. I always felt that I could discover more and truly understand concepts at the fundamental level. Working on these labs, I learned better and I questioned more. Learning about gravity makes me question the universe. Learning about energy makes me question efficiency and natural resources. These questions make me want to learn more. Opposed to Gatto’s argument, curiosity is in every student and it is being expressed in school. It is schools, like the one I attended, that make students question and discover before being
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The Fear of Science To live in the today's world is to be surrounded by the products of science. For it is science that gave our society color television, the bottle of aspirin, and the polyester shirt. Thus, science has greatly enhanced our society; yet, our society is still afraid of the effects of science. This fear of science can be traced back to the nineteenth century, where scientists had to be secretive in experimenting with science. Although science did wonders in the nineteenth century, many people feared science and its effects because of the uncertainty of the results of science.
To understand the nature-society relationship means that humans must also understand the benefits as well as problems that arise within the formation of this relationship. Nature as an essence and natural limits are just two of the ways in which this relationship can be broken down in order to further get an understanding of the ways nature and society both shape one another. These concepts provide useful approaches in defining what nature is and how individuals perceive and treat