12/8/04 Contact: David Granger, 334/844-9999 (grangdm@auburn.edu)
Deedie Dowdle, 334/844-9999 (ddowdle@auburn.edu)

AMERICA CANNOT AFFORD TO IGNORE SCIENCE EDUCATION

Commentary by Stewart W. Schneller, Dean

Auburn University College of Sciences and Mathematics

AUBURN - On March 19 of this year, the College of Sciences and Mathematics at Auburn University dedicated a time capsule to be opened in 2056, AU’s bicentennial celebration. The capsule was placed within the three-building science center complex nearing construction completion on the campus.

In addition to traditional reflections of our daily lives and various symbolic artifacts, the capsule contains essays written by fifth-graders in Auburn city schools. These compositions speak of how the students view science today.

Given the speed with which change is taking place, it is tempting for the older generations to look to the horizon and make predictions about how these essayists, and their peers, might revise their works in 2056. However, my purpose here is not to speculate on what will be, but to examine how attitudes today will shape the future for the next generation.

Over the 50-year path we have just traveled, science has changed our world beyond the comprehension of prognosticators in 1954. Discoveries, inventions and developments of this period include (1) the DNA structure and human genome, (2) the commercial and personal computer, (3) the microwave oven, video cassette recorder, and industrial robot, (4) e-mail and worldwide web, (5) visits by man to the moon and space probes to Mars; (6) valium and Prozac, (7) eradication of small pox, and (8) plants genetically altered and animals cloned.

Though not a complete list by any means, this short catalog shares a “dependence” on science to an extent not often recognized. Science is frequently thought of as a discipline that is the sole province of folks in white lab coats who scurry about holding flasks and test tubes, calculating all manner of complex data. However, leading science educator B.Z. Shakhashiri made a very significant observation recently when he wrote in Chemical and Engineering News: “I make the distinction between scientific literacy, or knowledge of a particular field, and science literacy, which refers to a broad appreciation and understanding of science and its practitioners. Science literacy enlightens and enables people to make informed choices; to be skeptical; to reject shams, quackery, and unproven conjecture; and to avoid being bamboozled into making foolish decisions.”

According to the National Science Foundation, more high school graduates are going to college than ever before, but less than one-third are pursuing degrees in science. This presents us with two major risks. The first is that there may not be enough highly trained scientists in the next generation to maintain our worldwide lead in the sciences and, with it, an accompanying quality of life.

The second risk is less obvious, but perhaps of greater consequence. If we, as a nation, fail to develop skills in our young people to navigate in an increasingly science-infused world, where will they get the perspective to “to reject shams, quackery, and unproven conjecture; and to avoid being bamboozled into making foolish decisions”? Will they be able to interpret for themselves the latest science and technological discoveries and, in turn, be confident in judging their value? On what basis will future generations decide what to eat, how to vote, or where to live?

Science education can be fun and interesting for those willing to make a commitment to it. However, science requires a commitment of time, resources and public support that often runs counter to today's short-term focus. As citizens, public officials and educators we cannot afford to abandon our children through shortsighted attention on the present.

In my field, science education, we are not without fault. We must continually work to develop tools to not just cater to the science majors but to remain aware of the science literacy needs of all students. We need to foster an attitude that demystifies science and says, “C’mon in, the efforts are worth it.” You don't have to be a future scientist to be scientifically suited for the future.

The burden of abolishing science illiteracy cannot rest solely with science educators. It is an issue that policy makers, government leaders and parents must also encourage and promote.

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dec04:AU-SchnellerOpEd