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Some thoughts on sharing science
Author(s) -
Brady Ivan,
Kumar Alok
Publication year - 2000
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/1098-237x(200007)84:4<507::aid-sce5>3.0.co;2-t
Subject(s) - fallacy , apprehension , premise , science education , sociology , context (archaeology) , science communication , science, technology, society and environment education , epistemology , reflexivity , philosophy of science , outline of social science , social science education , nature of science , social science , pedagogy , philosophy , paleontology , biology
Sustaining and upgrading the national interest in science requires breaking through some of the barriers that separate science from the academy's other disciplines and interests, and from society as a whole. This article reviews some of the difficulties and prospects of sharing science within the academy and the ripple effect that such activities may have on the larger social context of attitudes toward science. We recognize that crossing into other disciplines for any purpose raises special communication problems. We also argue that much of the apprehension concerning such discourse rests on a fallacy. Some relief is anticipated through an ongoing critical and reflexive examination of ourselves and our activities with respect to the ways science touches our collective lives, and by conscientiously developing new relationships for teaching scientific thinking and values on the premise that science is inherently a form of public knowledge that relies heavily on cultural values and society. © 2000 John Wiley & Sons, Inc. Sci Ed 84: 507–523, 2000.