|
"...all you can do in a science class at the high school level is teach kids what the discipline accepts as true." --Plaid Adder
The essence of science is puzzlement, curiosity, experimentation and the formulation of testable hypotheses, and maybe even ones for which the tests do not yet exist. To "teach kids what the discipline accepts as true" is not enough; it misses the essence--that, a) we didn't always know this; someone like you discovered it or figured it out; b) it could be wrong; do not slavishly accept ANY authority on any scientific matter, including me.
My experience is in the teaching of English literature. Teachers of this subject seldom teach that language is a living, breathing, changing, vital, functional element of human life. It is not a set of books. It is not an dictionary. And it once had no books and no dictionaries and no rules except EFFECTIVE COMMUNICATION. William Shakespeare spelled his own name six different ways and didn't care a crap how anybody else thought it should be spelled.
You might think I taught anarchy. I did not. I was a strict and demanding English teacher, when I thought that that was appropriate to the subject and useful for the students (--something they NEEDED to know, or to be good at). But I respected, and taught respect for, the GENIUS of language, and the magic of individual genius in creating language and stories, and that every human being OWNS the language and must make it their own, and change it as they need to (--as I did just now in avoiding the use of his/her, and instead using "they"). (--could write a whole volume about THAT.)
I'm not a scientist, but I do read a lot about science, and I gather that a similar situation is present in science teaching. Teachers load students up with what is known, and often fail to point them in the direction of what is not known--the exciting part.
It can't begin too early. I don't know why you think that creativity in science begins after high school. Maybe you didn't mean to say that.
I also think that this "design" thing SHOULD BE discussed in science class. It is a raging controversy in biology quite apart from the "Creationist" controversy. Was Nature aiming at US when She threw that paintbox against the wall? (Stephen Jay Gould thinks it's the "white man's burden" to delude himself that She cared a damn whether she created us or not. She was just having fun with LOT OF COLORS!)
Or, why are planets round? Why do solar systems...exist? Why do THINGS exist? Why isn't it all just scattered, shattered subatomic particles everywhere? It all seems so ORGANIZED--even if we don't understand all the principles of organization. Is it all just gravity? (--the physicist's answer to everything; "gravity".)
Or, why do OUR MINDS try to to organize everything? Why do we WANT to see design? And are we imposing some peculiarity of our minds on everything else?
In this context, I think that the implied DESIGNER should be discussed.
I disagree with Carl Sagan on his dislike of neoplatonism--the mother of modern science. I think neoplatonism should be given more respect, and that modern scientists should get off their own pedestals as the High Priests of Reality, and start expanding their subject to include the full capabilities of the human mind and all of reality, which, if physics and cosmology are anywhere near the truth today, is mind-boggling in its vastness and chock full of extraordinary puzzles and mysteries that we have only just begun to perceive, let alone understand. In those subjects, at least, what is "accepted as true" is being turned inside out and upside down every other week. To fix students on what is "accepted as true" does them a disservice. And I think it may be true in all subjects.
"Creative design" is probably a more accurate phrase than "intelligent design." Throwing the paintbox at the wall and then messing around and having fun. Thus, the universe.
|