A Quote by Lewis M. Branscomb
Teachers of science in schools and colleges must be masters of the tools for ensuring integrity in science and must instill them in their students.
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We want Florida to be first for jobs, and we must have a skilled workforce to reach that goal. By investing in science, technology, engineering and math education, we are ensuring our students are prepared for the jobs of the future. Our teachers are essential to preparing our students.
To bring the tools of science and to recognize that the flaw in the Cartesian Duality and to bring the tools of science to look at this question of mind and consciousness and to explore it using the tools of science â€" instead of saying, as has been the tradition for 400 years, that consciousness is not a proper subject for science to look at.
No doubt science cannot admit of compromises, and can only bring out the complete truth. Hence there must be controversy, and the strife may be, and sometimes must be, sharp. But must it even then be personal? Does it help science to attack the man as well as the statement? On the contrary, has not science the noble privilege of carrying on its controversies without personal quarrels?
My education in the public schools of New York City between 1932 and 1944 was an excellent preparation for a life in science. Because of the Depression, these schools were able to attract a remarkably talented and dedicated collection of teachers who encouraged their students to strive for the highest levels of accomplishment.
We will not find the solution to problems of violence, alienation, ignorance, and unhappiness in increasing our security, imposing more tests, punishing schools for their failure to produce 100 percent proficiency, or demanding that teachers be knowledgeable in the subjects they teach. Instead, we must allow teachers and students to interact as whole persons, and we must develop policies that treat the school as a whole community.
We all have a stake in ensuring that all students have the schools they deserve and that communities are leading this effort, not being left behind. To do that, we must challenge unchecked charter expansion and the forces driving it.
We must be willing to pay inspiring math and science teachers, who have high paying alternatives in industry, more to teach and reward students who take more challenging courses in high school.
The most remarkable discovery made by scientists is science itself. The discovery must be compared in importance with the invention of cave-painting and of writing. Like these earlier human creations, science is an attempt to control our surroundings by entering into them and understanding them from inside. And like them, science has surely made a critical step in human development which cannot be reversed. We cannot conceive a future society without science.
The only way to have real success in science, the field I'm familiar with, is to describe the evidence very carefully without regard to the way you feel it should be. If you have a theory , you must try to explain what's good and what's bad about it equally. In science, you learn a kind of standard integrity and honesty .
It is baffling, I must say, that in our modern world we have such blind trust in science and technology that we all accept what science tells us about everything - until, that is, it comes to climate science.
Our public schools arbitrarily define science as explaining the world by natural processes alone. In essence, a religion of naturalism is being imposed on millions of students. They need to be taught the real nature of science, including its limitations.
I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.
In olden times gold was manufactured by science; nowadays science must be renewed by gold. We have fixed the volatile and we must now volatilize the fixed—in other words, we have materialized spirit, and we must now spiritualize matter.
And if we must educate our poets and artists in science, we must educate our masters, labour and capital, in art.
It is clear that everybody interested in science must be interested in world 3 objects. A physical scientist, to start with, may be interested mainly in world 1 objects--say crystals and X-rays. But very soon he must realize how much depends on our interpretation of the facts, that is, on our theories, and so on world 3 objects. Similarly, a historian of science, or a philosopher interested in science must be largely a student of world 3 objects.
To compete in a global economy, our students must continue their education beyond high school. To make this expectation a reality, we must give students the tools they need to succeed, including the opportunity to take a college entrance exam.
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