I can say, if I like, that social insects behave like the working parts of an immense central nervous system: the termite colony is an enormous brain on millions of legs; the individual termite is a mobile neurone.
Lewis ThomasRead
I suggest that the introductory courses in science, at all levels from grade school through college, be radically revised. Leave the fundamentals, the so-called basics, aside for a while, and concentrate the attention of all students on the things that are not known.
Interpretation
The quote emphasizes the need to focus on the unknown in science education rather than just the fundamentals.
Lewis Thomas advocates for a significant change in science education, urging educators to move beyond teaching only the foundational concepts. He believes that students should be encouraged to explore and engage with the unknown aspects of science, fostering curiosity and discovery rather than just rote learning of established knowledge.
In practice
This quote would be a great opener for a seminar on innovative teaching methods in science.
I can say, if I like, that social insects behave like the working parts of an immense central nervous system: the termite colony is an enormous brain on millions of legs; the individual termite is a mobile neurone.
I maintain, despite the moment's evidence against the claim, that we are born and grow up with a fondness for each other, and we have genes for that. We can be talked out of it, for the genetic message is like a distant music, and some of us are hard-of-hearing. Societies are noisy affairs, drowning out the sound of ourselves and our connection.
Science is founded on uncertainty. Each time we learn something new and surprising, the astonishment comes with the realization that we were wrong before.
It is the very strangeness of nature that makes science engrossing. That ought to be at the center of science teaching. There are more than seven-times-seven types of ambiguity in science, awaiting analysis. The poetry of Wallace Stevens is crystal-clear alongside the genetic code.
In the fields I know best, among the life sciences, it is required that the most expert and sophisticated minds be capable of changing course - often with a great lurch - every few years.
The earliest sensation at the onset of illness, often preceding the recognition of identifiable symptoms, is apprehension. Something has gone wrong, and a glimpse of mortality shifts somewhere deep in the mind. It is the most ancient of our fears.
Children read to learn - even when they are reading fantasy, nonsense, light verse, comics or the copy on cereal packets, they are expanding their minds all the time, enlarging their vocabulary, making discoveries - it is all new to them.
We await the successsive births in the soul of the child. We give all possible material, that nothing may lack to the groping soul, and then we watch for the perfect faculty to come, safeguarding the child from interruption so that it may carry its efforts through.
I believe we owe our young an education that captures the exhilarating drama of science.
The academic bias against subjectivity not only forces our students to write poorly ("It is believed...," instead of, "I believe..."), it deforms their thinking about themselves and their world. In a single stroke, we delude our students into believing that bad prose turns opinions into facts and we alienate them from their own inner lives.
It was not just that Ross Macdonald taught us how to write; he did something much more, he taught us how to read, and how to think about life, and maybe, in some small, but mattering way, how to live.
As an African-American, as a woman, I think that I've been sensitized to the way in which history privileges the white male and the way in which certain aspects of history, the things that we are taught in school, the things that are handed down, never, never entered the picture though they might have been very important.
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