A Quote by Alan Tower Waterman
Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field.
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I recognized that teaching and research institutions vitally depend on the involvement of active scientists also in management functions.
We need more concept-development and active involvement, less tuning forks, pulleys, and friction formulas - students know they'll never use those. They need more study of outer space and DNA. They need more exciting teaching, more fair-minded encouragement, more career guidance, more mentorship. Both students and teachers need more feedback. It would help if we stopped protecting bad teachers - It's very difficult to get rid of even sexual perverts let alone just bad teachers.
The field of scientific abstraction encompasses independent kingdoms of ideas and of experiments and within these, rulers whose fame outlasts the centuries. But they are not the only kings in science. He also is a king who guides the spirit of his contemporaries by knowledge and creative work, by teaching and research in the field of applied science, and who conquers for science provinces which have only been raided by craftsmen.
I don't think any administration, when they come in, thinks that their job is to tell the scientists what the science looks like or to be quiet about the science. Scientists need to remain true and not allow science to be politicized. Scientists are not politicians, and no politician should consider themselves to be a scientist.
I quickly discovered that scientists go where the funding is, so I knew I had to start a research foundation. If you don't raise money and provide research grants, you'll never attract scientists, and if scientists aren't working on a cure, there isn't going to be a cure.
Teachers must learn how to teach ... they need only to be taught more effective ways of teaching.
Teaching needs an ecosystem that supports evidence-based practice. It will need better systems to disseminate the results of research more widely, but also a better understanding of research, so that teachers can be critical consumers of evidence.
I don't have an issue with what you do in the church but I'm going to be up in your face if you're going to knock on my science classroom and tell me I got to teach what you're teaching in your Sunday school. That's when we're going to fight... There's no tradition of scientists knocking down the Sunday school door, telling the preacher 'that might not necessarily be true.' That's never happened. There are no scientists picketing out front of churches. There's been this coexistence forever, so to have religious communities knocking down the science door, there's something wrong there.
Research in any domain of science today requires specialized training to build up knowledge and clinical competence. To make major breakthroughs, we need people with expertise who are engaged in sustained research over a long period of time - in a word, scientists.
I feel very strongly indeed that a Cambridge education for our scientists should include some contact with the humanistic side. The gift of expression is important to them as scientists; the best research is wasted when it is extremely difficult to discover what it is all about ... It is even more important when scientists are called upon to play their part in the world of affairs, as is happening to an increasing extent.
I need to stress that I could not be more supportive of great teachers and great teaching, no matter what kind of delivery vehicle they are teaching through. We have to support great teachers. They just have to be freed up to do what they do best.
The conference also has a moral duty to examine the corruption of science that can be caused by massive amounts of money. The United States has disbursed tens of billions of dollars to climate scientists who would not have received those funds had their research shown climate change to be beneficial or even modest in its effects. Are these scientists being tempted by money? And are the very, very few climate scientists whose research is supported by industry somehow less virtuous?
Not being known doesn't stop the truth from being true. You are led through your lifetime by the inner learning creature, the playful spiritual being that is your real self. What the caterpillar calls the end of the world, the master calls a butterfly. Learning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers and teachers. The best way to pay for a lovely moment is to enjoy it.
We need to tap the resource of current and retiring science and math professionals that have both content mastery and the practical experience to serve as effective teachers.
If we want growth today to be more innovation-driven, more inclusive and more sustainable, then we need a more active state, not a less active one. Yet we still hear the dogma that we should just fix market failure by focusing on science and infrastructure, and to "level the playing field."
The moral issue here is whether the United States Congress is going to stand in the way of science and preclude scientists from doing lifesaving research.
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