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Connected Knowledge: Science, Philosophy, and Education
When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text , the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as
Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has opened between the scientific community and their
mould-be critics. But the truth is that not only postmodern critics but Americans in general have a weak grasp on scientific principles and facts. In Connected Knowledge , physicist Alan Cromer offers a way to bridge the chasm, with a lively, lucid account of scientific thinking and a provocative new
agenda for American education.
Science, Cromer argues, is anything but common It requires a particular habit of mind that does not come naturally. For example, something as simple as buoyancy can only be explained through Archimedes' principle--that a body in a fluid is subject to an upward force equal to the weight
of fluid it displaces--yet few scientists could arrive at this ancient concept by trial and error. School children, however, are often given a ball and a tank of water, and asked to explain buoyancy any way they can. Today's de emphasis on teaching pupils necessary facts and principles, he argues,
"far from empowering them, makes them slaves of their own subjective opinions." This movement in education, known as Constructivism, has close ties to postmodern critics (such as the editors of Social Text ) who question the objectivity of science, and with it the existence of an objective reality.
Cromer offers a ringing defense of the knowability of the world, both as an objective reality and as a finite landscape of discovery. The advance of scientific knowledge, he argues, is not unlike the mapping of the continents; at this point, we have found them all. He shows how the advent of
quantum mechanics, rather than making knowledge less certain, actually offers a more precise understanding of the behavior of atoms and electrons. Turning from philosophy to education, he argues that instead of allowing students to flounder, however creatively, schools should follow a progressive
curriculum that returns theoretical knowledge to the classroom.
Connected Knowledge , however, goes much farther. As a discipline that insists upon connecting theory with measurable reality, physical science offers a new direction for reforming the social sciences. Cromer also shows how some of the hottest issues in public policy--including the debates over
special education and group variations in I.Q., can be resolved through clear, hard headed thinking. For example, he argues for use of the G.E.D. as a national educational standard, with a new "politics of intelligence" to guide the distribution of school resources. Always forthright and articulate,
Alan Cromer offers a startling new vision for integrating science, philosophy, and education.
Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has opened between the scientific community and their
mould-be critics. But the truth is that not only postmodern critics but Americans in general have a weak grasp on scientific principles and facts. In Connected Knowledge , physicist Alan Cromer offers a way to bridge the chasm, with a lively, lucid account of scientific thinking and a provocative new
agenda for American education.
Science, Cromer argues, is anything but common It requires a particular habit of mind that does not come naturally. For example, something as simple as buoyancy can only be explained through Archimedes' principle--that a body in a fluid is subject to an upward force equal to the weight
of fluid it displaces--yet few scientists could arrive at this ancient concept by trial and error. School children, however, are often given a ball and a tank of water, and asked to explain buoyancy any way they can. Today's de emphasis on teaching pupils necessary facts and principles, he argues,
"far from empowering them, makes them slaves of their own subjective opinions." This movement in education, known as Constructivism, has close ties to postmodern critics (such as the editors of Social Text ) who question the objectivity of science, and with it the existence of an objective reality.
Cromer offers a ringing defense of the knowability of the world, both as an objective reality and as a finite landscape of discovery. The advance of scientific knowledge, he argues, is not unlike the mapping of the continents; at this point, we have found them all. He shows how the advent of
quantum mechanics, rather than making knowledge less certain, actually offers a more precise understanding of the behavior of atoms and electrons. Turning from philosophy to education, he argues that instead of allowing students to flounder, however creatively, schools should follow a progressive
curriculum that returns theoretical knowledge to the classroom.
Connected Knowledge , however, goes much farther. As a discipline that insists upon connecting theory with measurable reality, physical science offers a new direction for reforming the social sciences. Cromer also shows how some of the hottest issues in public policy--including the debates over
special education and group variations in I.Q., can be resolved through clear, hard headed thinking. For example, he argues for use of the G.E.D. as a national educational standard, with a new "politics of intelligence" to guide the distribution of school resources. Always forthright and articulate,
Alan Cromer offers a startling new vision for integrating science, philosophy, and education.
Hardcover
First published March 6, 1997
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Displaying 1 - 3 of 3 reviews
April 18, 2024
A fascinating look at the nature of science and science education. Some great ideas about curriculum, how it should be developed and implemented, etc. Unfortunately, our current system seems to be blindly guided by a constructivist philosophy which does not allow students to develop fundamental knowledge and skills in a logical way. Cromer points out how important it is to build skills and understanding in a logical progression in science education - something that is unfortunately either poorly done or entirely ignored. An excellent, thought-provoking book! Highly recommended for science teachers everywhere!
January 22, 2017
Cromer makes an excellent case for standardizing minimal exposure to science, technology, engineering and mathematics education for all students in America, documenting his recommendation with comparative evidence with other countries and other outcomes data. As usual, the 'devil is in the details' in the sense of how will this suggestion be implemented as policy? For example, what traditional elements of family, school board, community, and state-level discretion would need to be side-stepped?
March 26, 2016
Although I was greatly impressed and affected by his Uncommon Sense, the thesis here was too much of a stretch for me and too long on (necessarily?) weak education theory.
Displaying 1 - 3 of 3 reviews