L S Shashidhara When do we know we have gained an objective understanding of a phenomenon? Is it based on an individual’s knowledge because that person claims to have followed an unbiased approach, or when the majority come to the same understanding or all of humanity conclude the same? None of these will help us […]
If you went to a public place where you were surrounded by people and randomly posed the question “What is science?” or asked “Is it important to learn science?” what do you think will be the answer? In this article R Ramanujam explores this question, dwelling on how a perception of science is built up by the way people are educated in science in school. School education shapes what people believe is science and what is meant by the scientific attitude in a manner that leaves a lot to be desired, he argues. He touches upon how education needs to be looked at to address this issue.
If we wish to make people rational and scientific, we must teach them the scientific method and let them work out the results for themselves.
the process of science is far more important than the product because the product may be of interest only to a few specialists but the process should be of interest to a much wider group of people
The curriculum of all students (including scientists) needs to include social science and humanities for strengthening their scientific temper.
New initiatives emerge to re-imagine and bind the social contract of science
What is Scientific Temper? What does it mean to have scientific temper? How do you know whether a citizen of India has it or not? How do you observe/measure scientific temper?
