The school voucher controversy is of enduring interest to me. I abhor shoddy schools and ignorant educators, and revere personal choice and free markets, so much that I tend to embrace nearly any reform measure that takes a crowbar to a state or unionized monopoly. But as a counterpoint to my anarchic zeal, I try to follow the main arguments against vouchers. Today I will pass over the usual objections to cherry-picking of the best students or the unfairness to attributing school failure in broken neighborhoods to administrators or educators, and instead note an interesting theme in one of my favorite playing grounds, the comments sections to published reports on school-choice events. What I see is a visceral distrust and hatred of improperly supervised for-profit private schools, especially those operated on religious (or -- horrors -- even fundamentalist) principles. Apparently one of the greatest dangers of school voucher programs is the delivery of innocent children into the hands of creationists.
Returning to Sokal's "Fashionable Nonsense," which I wrote about yesterday, I note his warnings about the sad state of science education. He begins with C.P. Snow's much-quoted "Two Cultures" lecture:
A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity at the illiteracy of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is about the scientific equivalent of: Have you read a work of Shakespeare's?
I now believe that if I had asked an even simpler question -- such as, What do you mean by mass, or acceleration,[*] which is the scientific equivalent of saying, Can you read? -- not more than one in ten of the highly educated would have felt that I was speaking the same language. So the great edifice of modern physics goes up, and the majority of the cleverest people in the western world have about as much insight into it as their neolithic ancestors would have had.Sokal goes on to diagnose the problem:
A lot of the blame for this state of affairs rests, I think, with the scientists. The teaching of mathematics and science is often authoritarian; and this is antithetical not only to the principles of radical/democratic pedagogy but to the principles of science itself. No wonder most Americans can't distinguish between science and pseudoscience: their science teachers have never given them any rational grounds for doing so. (Ask an average undergraduate: Is matter composed of atoms? Yes. Why do you think so? The reader can fill in the response.) Is it then any surprise that 36% of Americans believe in telepathy, and that 47% believe in the creation account of Genesis?It is not my purpose to express disrespect for the creation account of Genesis, whether viewed metaphorically or as a supernatural alternative to the ordinary mechanistic explanations of the origin of species. I merely think it bears examining how we teach our children to rely on the most current scientific thinking. How do we know that matter is composed of atoms? I was relieved to find that my first guess -- "something to do with how chemical reactions obey formulas that suggest the interaction of subunits of common molecules in a handful of simple predictable weight ratios" -- was pretty close. John Dalton made this important deduction in the early 19th century. Why do we believe in the evolution of man from earlier living forms? Do most children learn a useful answer to this question, or are they simply shouted at from the progressive and fundamentalist camps, respectively? I'd be willing to bet money that few primary school teachers, and fewer school board members, could address the question in terms that would hold water for ten minutes.
If I had the responsibility to educate any children, I would want them to learn theories that hold up well to logical examination and experimentation. But surely there will be time later in their lives to modify any shaky theories they absorb in childhood. I'd be more concerned to know that they have been trained early in the habit of thinking through why and how they know something to be true.
____________
*As Sokal quotes: "Recent megalopolitan hyperconcentration (Mexico City, Tokyo . . .) being itself the result of the increased speed of economic exchanges, it seems necessary to reconsider the importance of the notions of acceleration and deceleration (what physicists call positive and negative velocities) . . . (Virilio 1995, p. 24)."










