Sharing the Resources of Ignorance. Firestein, S. In Routledge International Handbook of Ignorance Studies. Routledge, 2 edition, 2022. Num Pages: 5abstract bibtex Science is the production of questions not facts. Scientists don’t talk about what they know, but about what they don’t know. The crucial decisions in science are about the right question not about the correct result. Enrico Fermi told his students that if “they performed an experiment and it proved the hypothesis they had made a measurement; if it didn’t prove the hypothesis they had made a discovery.” All of this is common knowledge to the working scientist, it is implicit in everything they do. And this is just the problem. It never becomes explicit, it never gets into the public imagination about science, it remains the province of the elite professional trained scientist. The myth of science as an accumulation of facts is furthered by the educational system that teaches from compilations (textbooks) and uses a bulimic approach to science education: force as many facts as possible down the student’s throats and then have them puke them up on an exam, and then move on to the next unit with no lasting gain. This leaves us with a public in possession of a distorted view of science, and one that is easily manipulated by political and corporate interests. We do not teach the scientific approach to uncertainty, to doubt, to ignorance and to failure. And because of this we do not have a scientifically literate society, no matter how much chemistry, physics or biology they may or may not remember.
@incollection{firestein_sharing_2022,
edition = {2},
title = {Sharing the {Resources} of {Ignorance}},
isbn = {978-1-00-310060-7},
abstract = {Science is the production of questions not facts. Scientists don’t talk about what they know, but about what they don’t know. The crucial decisions in science are about the right question not about the correct result. Enrico Fermi told his students that if “they performed an experiment and it proved the hypothesis they had made a measurement; if it didn’t prove the hypothesis they had made a discovery.” All of this is common knowledge to the working scientist, it is implicit in everything they do. And this is just the problem. It never becomes explicit, it never gets into the public imagination about science, it remains the province of the elite professional trained scientist. The myth of science as an accumulation of facts is furthered by the educational system that teaches from compilations (textbooks) and uses a bulimic approach to science education: force as many facts as possible down the student’s throats and then have them puke them up on an exam, and then move on to the next unit with no lasting gain. This leaves us with a public in possession of a distorted view of science, and one that is easily manipulated by political and corporate interests. We do not teach the scientific approach to uncertainty, to doubt, to ignorance and to failure. And because of this we do not have a scientifically literate society, no matter how much chemistry, physics or biology they may or may not remember.},
booktitle = {Routledge {International} {Handbook} of {Ignorance} {Studies}},
publisher = {Routledge},
author = {Firestein, Stuart},
year = {2022},
note = {Num Pages: 5},
keywords = {PRINTED (Fonds papier)},
}
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