Have you ever heard of the horizon problem? Ultra-energetic rays? Maybe even dark matter? These are just a few of the unexplainable modern scientific anomalies we desperately want to understand. You could call them the great mysteries of the universe. Almost a decade ago, these mysterious were yet to even be discovered, but our lust for the unknown fueled our search to answer the many questions of nature; leading us to many profound discoveries. As with all discoveries there is new knowledge, but with that knowledge comes more questions and understanding that becomes the new standard. The attitude expressed by Lewis Thomas in, Humanities and Science, of which I am in agreement with, states that sciences strongest aspects are a desire to understand the unknown without simultaneously losing the fun of discovery, but I refute that human ignorance is the root of how scientific material is improperly taught.
First, I agree that science holds great power in questions we do not yet understand and fully comprehend. Lewis Thomas presents a driving force for all scientists alike; the desire to make sense of the unknown. He begins by questioning how useful data can be without knowledge to interpret that data. With this approach, I feel that we should begin introducing some of the vast mysteries of the universe and odd anomalies that occur in the field of science as a precursor to formulaic calculation. By placing the calculations on hold, we can encourage student’s independent thought process and foster questioning behavior, which can lead to better interpretation and application of calculation later. With prior problems already entrenched as goals to be attained, students can better apply their classic scientific study to form solutions to such problems as dark matter. It gives context for the students to apply what they are learning to interesting real world problems. Like Lord Kelvin stated in the late nineteenth century, “When you can measure what you...
Please join StudyMode to read the full document