A Quote by Carl Sagan
If we teach only the findings and products of science - no matter how useful and even inspiring they may be - without communicating its critical method, how can the average person possibly distinguish science from pseudoscience?
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The method of science, as stodgy and grumpy as it may seem, is far more important than the findings of science.
Science arouses a soaring sense of wonder. But so does pseudoscience. Sparse and poor popularizations of science abandon ecological niches that pseudoscience promptly fills. If it were widely understood that claims to knowledge require adequate evidence before they can be accepted, there would be no room for pseudoscience.
I believe that part of what propels science is the thirst for wonder. It's a very powerful emotion. All children feel it. In a first grade classroom everybody feels it; in a twelfth grade classroom almost nobody feels it, or at least acknowledges it. Something happens between first and twelfth grade, and it's not just puberty. Not only do the schools and the media not teach much skepticism, there is also little encouragement of this stirring sense of wonder. Science and pseudoscience both arouse that feeling. Poor popularizations of science establish an ecological niche for pseudoscience.
In all modern history, interference with science in the supposed interest of religion, no matter how conscientious such interference may have been, has resulted in the direst evils both to religion and to science, and invariably; and, on the other hand, all untrammelled scientific investigation, no matter how dangerous to religion some of its stages may have seemed for the time to be, has invariably resulted in the highest good both of religion and of science.
Science is a way to teach how something gets to be known, what is not known, to what extent things are known (for nothing is known absolutely), how to handle doubt and uncertainty, what the rules of evidence are, how to think about things so that judgments can be made, how to distinguish truth from fraud, and from show.
I believe that even a smattering of such findings in modern science and mathematics is far more compelling and exciting than most of the doctrines of pseudoscience, whose practitioners were condemned as early as the fifth century B.C. by the Ionian philosopher Heraclitus as “nigh -walkers, magicians, priests of Bacchus, priestesses of the wine-vat, mystery-mongers.” But science is more intricate and subtle, reveals a much richer imiverse, and powerfully evokes our sense of wonder.
The method of science depends on our attempts to describe the world with simple theories: theories that are complex may become untestable, even if they happen to be true. Science may be described as the art of systematic over-simplification-the art of discerning what we may with advantage omit.
All religions are nothing but a science - or an art - to teach you how to die. And the only way to teach you how to die is to teach you how to live. They are not separate. If you know what right living is, you will know what right dying is. So the first thing, or the most fundamental thing is: how to live.
When people think science and cooking, they have no idea that it's not correctly expressed. We're actually applying the scientific method. People think chemistry and physics are science, but the scientific method is something else.... It's the science that the world of cooking generates: science of butter; science of the croissant.
Science is a way of getting knowledge. It's a method. It's a method that really relies on making mistakes. We propose ideas, they are usually wrong, and we test them against the data. Scientists do this in a formal way. It's a way that everyone can go through life; that's how we should be teaching science from a very young age.
You know the difference between a real science and a pseudoscience? A real science recognizes and accepts its own history without feeling attacked. When you tell a psychiatrist his mental institution came from a lazar house, he becomes infuriated.
But concerning vision alone is a separate science formed among philosophers, namely, optics, and not concerning any other sense ... It is possible that some other science may be more useful, but no other science has so much sweetness and beauty of utility. Therefore it is the flower of the whole of philosophy and through it, and not without it, can the other sciences be known.
I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it's the people who are curious who change the world.
Although it is uncertain, it is necessary to make science useful. Science is only useful if it tells you about some experiment that has not been done; it is not good if it only tells you what just went on.
In the '70s and '80s there was an attempt in K-12 to teach science through art or art through science. The challenge today is how do you build the ethos of art and design into the academy of science.
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?
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