@boomerang,
boomerang wrote:Maybe the real question is -- Do we understand what science is?
I think we understand what it
is --- repeatable experiments, refutable theories, peer review, and all that. The problem isn't the "what is" of it, but the "how to" of it. We don't know enough about the teaching it takes to shape minds and personalities that end up
practicing science well. That said, I do think that the creative and imaginative aspects of practicing it are generally undertaught in school science curricula, and that music and arts classes are good settings to teach some of them. (Other good settings are low-brow stuff such as disassembling a broken TV set, trying to figure out what's wrong, and putting it back together. It's not going to happen in school because
some student is bound to suffer a cut or an electric shock. And then who is going to handle the parent's attack lawyers?)
boomerang wrote:I happened to catch a piece of a show talking about how North Carolina voted in a bill that makes measuring the rising sea level, according to scientific projections, illegal. They have to keep measuring it the old way, despite the danger it might put people in. Weird.
I don't know anything about this bill, so I cannot comment intelligently on it.