Tag Archives: History of Science

Commentary: Reasoning Versus Post-truth

The Oxford Dictionaries word of the year for 2016 was post-truth, defined as “denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.” Science is not immune to appeals to emotion and belief rather than fact. To help us challenge the drift toward post-truth, the […]

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Can Science Teachers Save Our Democracy?

A few months ago, I started to write an op-ed with the statement that science teachers are saving our democracy. Why do I believe this? Because science teachers provide the tools our children need to remain well-informed, participatory citizens. Jefferson said, “Whenever the people are well-informed, they can be trusted with their own governance.” Today […]

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With Great Power Comes Great Responsibility

Whether from Spiderman or Voltaire, the sentiment proves critically important to our approach to science education. As such, we hold great power to encourage, enlighten, and nurture young minds that are inherently curious and full of poignant questions. As good teachers, we are responsible not to be the authority that provides the answers to students, […]

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