Journey of science through time

Narayanasamy, Nandita (2009) Journey of science through time. Learning Curve (12). pp. 36-38.

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Scientific methods are now considered to be so fundamental to modern science that some people, especially philosophers of science and practicing scientists, consider earlier inquiries into nature to be pre-scientific. Traditionally, historians of science have defined science sufficiently broadly to include those inquiries.Thus the journey of science that began as an integrative understanding of nature has deteriorated into an unhealthy amalgam of 'subjects' that maintain a parochial disdain for each other. The positive note is that we have diagnosed the problem and that is the first step towards treating the malady. The following words of the great scientist Albert Einstein should guide us in our pursuit of knowledge: “A little knowledge is dangerous, so is a lot of knowledge, but the main thing is never to stop questioning.”However, today's Science Education, particularly in India gives scant importance to both observation and enquiry. In fact, both these necessary capacities are progressively discouraged in students, reducing them to a band of unthinking zombies, incapable of any analytical abilities. Science, unfortunately, has been reduced to a mere subject, a part of a curriculum that encourages information retrieval rather than exciting enquiry. A student of science is expected to be primarily hardworking , a conformist , non-rebellious and compliant. A child who is fun-loving or a dreamer, with revolutionary ideas and who asks uncomfortable questions is discouraged and thought 'unsuitable for science'.

Item Type: Articles in APF Magazines
Authors: Narayanasamy, Nandita
Uncontrolled Keywords: Education, Elementary education, Early childhood education
Subjects: Social sciences > Education
Divisions: Foundation Publications
Full Text Status: Public
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