Education gap: How much does this have to do with today’s messed up politics?

I read this article today in the Washington Post about a family man in Oregon who rather suddenly became so disillusioned with America that he formed a “patriot” militia group, just in case the government, their own government, moves against them.

There are so many questions I’d like to ask the guy featured in this article. He seems like a family man, passionate, and concerned. But he also seems extremely misguided in how government works or is supposed to work. While I can understand his worry, he’s been heavily influenced by propaganda from conspiratorial fear-mongers and people I consider criminals for stealing from the government.

I wish I could ask him dozens of questions about how he thinks things should work in order to be fair for everyone in the entire country. But, I suspect our differing assumptions (and maybe different values entirely) wouldn’t allow us to find much common ground.

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John Oliver f**king skewers media science

John Oliver skewered pop media “science” coverage on his recent show. It wasn’t all that funny but it was true. And depressing. What has our society become? So smart, we get stupid.

As an observer of the relationship between science and the public, he’s totally right for pointing out disturbing trends of morning news shows hyping one bad study, news orgs blowing a single study out of proportion, press releases jazzing up a study to get coverage, and headlines that don’t reflect at all what the study is even about. This sets us up for a whole lot more trouble than we already have when it comes to science literacy in the U.S. Take a look…Read More »

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If Trumpers take over, we’re doomed as doomed could be

The daily news is a parade of absurd and thoughtless things Trump said and did. It’s awful stuff. Today, as I was perusing the latest Trump-Hitler comparison, I saw this article on Huffington Post in news results labeled “in depth” and was surprised to find that it was hard-hitting and possibly, scarily, true. (Note, it was based on this piece by Amanda Taub on Vox.) The premise of the article is that it’s not the person that’s the problem, it’s that people accept the twisted rhetoric he delivers and will vote for him. How did we go so low?  There will always be big-mouthed, narcissistic, sexist, racist, very rich white guys, but it’s concerning that a large part of the population will support such a person for one of the most critical and demanding jobs on earth. President. And it may be just the beginning. Or the End.

The article by Jeff Schweitzer lists all the really disturbing things Trump promotes that causes 40 to 70% of the audience to cringe or swear while the remaining portion loudly cheers and agrees:Read More »

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Don’t skip the bats!

At Disney’s Animal Kingdom, you can skip the bat display. There is a sign that directs you past the enclosure of Malayan flying foxes (Pteropus vampyrus) should you, for some incomprehensible reason, wish to not see them. These large fruit bats are impressive and utterly lovely; I could not wait to catch a glimpse.

The woman in front of me split from her husband and toddler and pushed a stroller past the exhibit with an audible intention of avoiding the bats. She was afraid.

I’m at a loss.

She was afraid of this:

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Sciencey: People get it

In the course of writing, there are times when you have to either create a new word because there isn’t just the right one coined yet or you adopt a word, use it three times, and make it your own.

My research and writing for the public has often been about how activities, advertisements, and ideas might sound a lot like science, using science-sounding terms, but are not in the mode of science at all. They are false science, dressed up as science, pretending to be or imitating science. I call it “sciencey” stuff because it appears to pertain to science. This word existed but I made it my own, applying it to this construction.

You can read articles on this theme from my column for Center of Inquiry online called “Sounds Sciencey” for many and various examples.

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Just because you are “sciencey” does not mean you are “scientific”. I use the word “scientifical” to describe the activities of those who deliberately pretend to act like scientists. This does a fine job of fooling the public from product advertisements to non-traditional cures and treatments and even on television where people hunt for ghosts, Bigfoot and UFOs. Keep using that word, I would love to see that get into the mainstream as well.

I hold that the reason the public is so easy to fool with sciencey and scientifical ploys is that, at least the American public, is not well-versed in what science is and how it works. We don’t have good science education in school and science as a career or even an interest is not encouraged. So, we will end up with what Carl Sagan said:

We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology.
~Carl Sagan

That’s a very bad thing not just because we can’t fix our own gadgets these days, but because we risk being snookered by a sciencey put-on without scientific merit.

I contributed a small part to the marvelous book Abominable Science by Loxton and Prothero. Daniel Loxton was thoughtful to send along a copy of a recent review of the book done by Robert Bishop for Christianity Today magazine’s Books & Culture site. The review was titled “Scientific or Sciencey? Yeti, Nessie, et al.”  Apparently, the “sciencey” aspect of cryptozoology is resonating. He writes:

One possibility for why belief in cryptids is so high in America is that few Americans—even the highly educated—actually understand much about the processes and principles of scientific inquiry. Cryptozoology superficially appears to be scientific, and a number of people mistake it for scientific activity. It sounds and looks “sciencey,” to use Sharon Hill’s lovely term, but that’s it. Cryptozoologists typically don’t begin with a theory to generate a viable hypothesis, deduce consequences from that hypothesis (predictions), test those consequences, analyze the data, check for errors, critically sift assumptions, and so forth. Rather, they begin with a bias (belief in the existence of a mystery creature such as Bigfoot) and then hunt for evidence to substantiate their belief. This leads cryptozoologists to force what they find to fit into their pre-established expectations. Moreover, they accept any evidence that remotely supports their belief no matter how weak or questionable, and discount any contrary evidence no matter how strong.

YES! He gets it.

It’s my hope that what I share publicly (outside my everyday job) makes some sort of impact. That’s a goal, but a difficult one to measure. It feels so good to have those few moments where you see something you do gets understood, appreciated and passed along to other audiences. A Christian magazine? Who would have thought? But it’s great. There have been other occasions, too, where people are clearly “getting it” – a topic is not science but sciencey. It really is important to distinguish between the two.

are you scienceyLater this month I’ll be giving a talk at the Albatwitch festival to a crowd that, probably even more so than the general public, is inclined to believe in the paranormal. My goal for this is to not be the grumpy debunker but to explain how science has previously looked at the paranormal and why it was rejected. Then, I intend to show how these lessons can be useful for today’s paranormal investigator. In other words, don’t pretend to be a scientist, don’t be sciencey or act scientifical. Do solid work instead.

If they get it, like Bishop got it in his review, that’s a huge win for me.

I’ll let you know how it goes.

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References

Hill, 2010. “Being Scientifical: Popularity, Purpose and Promotion of Amateur Research and Investigation Groups in the U.S.”  https://idoubtit.files.wordpress.com/2012/07/hill_arigs_being_scientifical_thesis.pdf

Hill, 2012. “Amateur Paranormal Research and Investigation Groups Doing ‘Sciencey’ Things”, Skeptical Inquirer 36:2 March/April 2012.  http://www.csicop.org/si/show/amateur_paranormal_research_and_investigation_groups_doing_sciencey_things

“Scientific or Sciencey? Yeti, Nessie, et al.” http://www.booksandculture.com/articles/2015/sepoct/scientific-or- sciencey.html [Full text here, please do not distribute.]

Nurture science appreciation – teach the controversy

“We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology,” said Carl Sagan, a person who inspired many to appreciate science and learning about nature.

Even though that quote is decades old, it applies now more than ever and continues to be pithy as each day goes by.

Today’s school science classes are still exercises in memorization and not much fun for most kids. Most students will not become scientists nor remember the processes, facts and formulas. But science is everywhere, affecting us daily. It is crucial that citizens grasp why it’s needed and valued for society. The average non-scientists likely sees no direct connection to science in their daily lives. Do we really need an educated society to know the specifics of scientific fields or do we REALLY need a population generally supportive of science as a way of knowing. I’d argue the latter which is why I would prefer classes in science appreciation. I interviewed Dr. Andrew Read from Pennsylvania State University (PSU) a little while back on his science appreciation class for freshman non-scientists called “Science in Our World: Certainty and Controversy”. Dr. Read is able to draw his students’ interest by focusing on what they care about or what resonates with them in their everyday lives. Because science really is part of our everyday lives.

Making science immediately relevant to the life of any individual student might seem difficult in a chemistry or physics class. I propose that the most attention grabbing topics in these fields are the controversial ones, the mysteries, the things kids will encounter on TV, in movies and all over the Internet. Use popular examples to illustrate the value of good science.

Matthew P. Wiesner, in the Jan/Feb 2015 issue of Skeptical Inquirer, explores the small community of modern geocentrists. These are people who think that the Earth does not move but that the ENTIRE UNIVERSE revolves around us according to the Bible. To borrow the framework of a popular quote about evil and religion, “…for smart people to believe really silly things, that takes religion.” Geocentrists don’t do bad science, they do anti-science. What a great topic to explore from many angles (even if you avoid the religious angle). Geocentrists, like other pseudoscientists, are motivated by their own agenda, they must resort to conspiracies that have no evidence to support the claims, and they do funny math or no math at all. Regardless, they insist that what they have is REVOLUTIONARY! How their swiss cheese theory is better than the existing well-established explanation about how nature works is glossed over. Such an example can serve as a model for an array of pseudoscientific subjects showing students what red flags to watch for.

Wiesner holds, as I do, that ignoring nonsense claims doesn’t make them go away but allows them to spread further. Someone needs to put up a checkpoint. Why not use pseudoscientific claims, those made by self-described experts playing pretend science, in the classroom? Use these examples as illustrations. It’s fun.

I’ll be talking about this topic next month at a conference at Northern Arizona University called The Skeptical Classroom, providing examples in the natural sciences that educators can use to connect to their non-science students and show them how critical thinking is relevant TO THEM. By actively addressing claims that kids may hold, and forcing them to take a hard look at why they probably are bogus, will, if nothing else, plant the seed. It will get them thinking and engaged in a skeptical process.

Teaching earth and space science in high school? Ask students why aliens might or might not have visited earth. Ask them to assess astrology versus astronomy. If the moon has an effect on tides, does it affect human behavior as well?

Chemistry? PLEASE examine homeopathy and handily demolish its entire premise, hopefully sparing kids and perhaps their family members from wasting money on sugar pills.

Biology? Figure out if Bigfoot or lake monsters make sense. Attempt to identify what is represented in the picture of the strange carcass that washed up on the beach that everyone is calling a “chupacabra”.

Physics? How could this free energy machine actually work? Can we model out how paranormal entities can affect the environment – where does the energy come from to throw a lamp, how are the local EM fields manipulated, can something we see go through a wall?

Got younger kids? What is there favorite monster and do they think it’s real? Does it behave like humans or other animals?

Get students thinking about things that matter to them in a new way. They will love it and will learn a whole new appreciation for the value of science and practical skepticism. They will appreciate that it helps them to not be fooled. The early we can instill this, the better.

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