Tag Archives: education

Weekend sendoff: Lessons for a skeptic

straitOne thing I love about the skeptic community is that there is no end of things to learn from it. In one sense, I mean that there are so many different things to focus on, from medical pseudoscience to cryptozoology to Holocaust denial, and so much learning material about them — podcasts, blogs, books, lectures on YouTube, etc. (As someone who mostly works from bed, I am really thankful for how much of this is readily available on the Internet.) In another sense, and especially for someone who has only just started writing about her skepticism, there is always something new to learn about critical thinking, and how to improve it. It seems to me that criticism of one another can be just as useful as criticism of those we consider “the enemy,” at least as far as encouraging the community to improve its own practices.

I should properly cite and link some of what follows, but it was Paul’s birthday yesterday and I chose to celebrate with him instead of writing a really cogent post. The nutshell for those who haven’t been keeping up, and who will hopefully not mind Googling if they want to read for themselves: James Randi, a beloved and esteemed skeptical leader, wrote a post in which he expressed doubt about the existence of anthropogenic (human-caused) global warming (AGW). There was a firestorm of reaction to both this and his follow-up post, in which other skeptical leaders expressed disappointment, betrayal, and even anger. Some of this reaction had to do with the logical fallacies and apparent lack of critical study on the matter; some with the notion that the AGW “denialists” — an epithet hurled by many commenters at Randi — have had their position bolstered by one of the true icons of the skeptical movement.

There has been much opining, and I don’t need to add my voice to the chorus. The reason I mention it is because I’ve found it all to be extremely educational. I’ve learned a lot from those who have picked apart Randi’s post to demonstrate its fallacies. In a different way, I’ve learned a lot from the different personal views espoused by commenters such as PZ Myers, Phil Plait, Orac, and Massimo Pigliucci. It seems to me, and I mean this without judgment on anyone’s reaction, that skeptical leaders have a lot to teach their students when a challenge in the community arises like this. What is the purview of skepticism, and what isn’t? Should notable skeptics be restricted only to their area of expertise, or are they just as entitled as anyone else to air their opinion, controversial as it may be? When the community is forced to debunk one of its own leaders, certainly students like me should work even harder, learn even more, to guard against the kind of thinking that we like to think we are immune from. Because this week it really hit home that none of us is. And this is also how we form our opinions about how skeptics do and should respond in these situations.

Along those lines, I’ll have my belated post about alternative medicine for CFS and similar illnesses on Monday. Or more accurately, alternatives to some of the best known, but least useful, “alternative” treatments. For now, as a total non-sequitur, I send you off with the birthday boy and the incomparable Zen.

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Guest post: On improving science education

Jack Randall was a science instructor for 25 years, including 14 years at Interlochen Arts Academy in Interlochen, MI. There he was notable for identifying the radioactive “Cheetos” isotope, endangering students’ lives as coach of varsity cafeteria-tray luge, and enriching them immeasurably as a teacher and a friend. He currently works for Vernier Software & Technology.

First, a brief word of introduction. Joey and I studied chemistry together in high school. On paper, Joey was the student and I was the teacher, but we both did a fair amount of learning and there were many instances of role reversal. Joey was a terrific student and, more importantly, a great person with whom it was my very good fortune to have worked. That was a number of years ago. I have since left the teaching profession, pursuing an alternate career in science. Joey is no longer a teenage kid who completed the massive load of homework I offered for her consideration.

In recent times we have kept in touch via e-mail. One of Joey’s many projects has afforded her the opportunity to give me a homework assignment. Joey and I looked at a few topics and we decided to tackle science education, in particular the notion that science education is poorly delivered in the United States. I’m not sure exactly how our discussion proceeded, but at one point I commented, off the cuff, that science education was not executed well in America. My assignment was to expound on my comment. Why wasn’t science education very good, what was wrong with it, how could it be improved?

The tables now having been turned, I humbly submit my completed assignment. Truth be told, it’s a bit late. But, I have good excuses. My computer lost one draft, other tasks had higher priority, I thought the deadline was next week, and I haven’t been feeling well lately (but I’m all right now).

science.previewI think that science education is poorly done because it seems that Americans know very little basic science. I’m not sure what a package labeled “Basic Science Information” would contain, but there are certain fundamental concepts of biology, chemistry, and physics we all need to know. Add to the package a healthy dose of common sense and we would all be wiser consumers, informed citizens, and skeptical readers and listeners. And we wouldn’t have to be science geeks to put this package of basic science information to good use.

Where does this notion of mine come from? It’s kind of backward logic, actually. Rankings of academic achievement in science worldwide normally place the U.S. in the lower half, if not the lower third, of the countries listed. University-level science professors chastise high school teachers for sending them ill-prepared students, high school teachers complain that little or no science is taught in the K-8 grades and the K-8 teachers may or may not respond with a justifiable shoulder shrugging.

Science education takes a drubbing from its own kind, which may be the strongest argument. In my field of study, chemistry, one can peruse the highly regarded Journal of Chemical Education and regularly come across articles decrying poor teaching practices and offering one type of improvement after another. The editorial in the October issue of Science, published by the American Association for the Advancement of Science, is entitled “Europe Rethinks Education.” The author, Pierre Lena, remarks that “Improving the quality of science education in primary and secondary schools is a challenge faced by nearly all countries.” Dr. Lena further comments about the “…disinterest of European youth in scientific careers and the public’s poor understanding of science….” His editorial describes programs in Europe to meet this challenge.

Thus, without a greater mass of evidence, here’s my thesis: science education has never been up to snuff. It’s not that once upon a time we got it right and somehow over the years we lost it. We’ve never, ever taught science properly, effectively, efficiently. We haven’t taken the time to figure out how to do it right, and now here we are, where we’ve always been, stumbling around taking stabs at teaching science and most of the time missing the mark.

How do we improve? Here are a few ideas. As Joey will attest (I hope) I like to toss out ideas, hear what others think, try some things, and see what happens. Subliminal scientific method, if you will.

JACK’S STEPS TO IMPROVING SCIENCE EDUCATION

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Guest post: National Disability Mentoring Day

by Christopher Taylor Edwards

Did you know that the third Wednesday in October is National Disability Mentoring Day (DMD)? And has been for ten years? Neither did I! But it is! And who am I? I am a late-deafened adult and friend of the bloggess who normally graces this site.

I live in New York City and so spent my DMD with the Mayor’s Office of People with Disabilities (MOPD). MOPD organized several hundred disabled adults to shadow mid-career professionals at work throughout the five boroughs. Those who were chosen to participate were matched up with mentors within both government and the private sector.

1bloomI think because my personal career background is in publishing, I was asked to participate in DMD at Bloomberg LP. Which was really beyond anything that I expected. It has an excellent reputation both for journalistic and data quality but also for its work culture and its phenomenally impressive offices. Can we stop here for a second and talk about them? Imagine you’d entered the workplace equivalent of a boutique hotel in Miami mixed with a data newsfeed: glass, white marble, translucent pink and orange and purple signs with moving walls of data. The attention to detail was phenomenal. It helped to solidify my thinking that good companies are good throughout their organization — nothing slips by them. Even the food we were served was fantastic.

Anyway, I’m getting ahead to the micro details and forgetting the bigger picture. Sorry about that. Let me backtrack and talk about getting into the program.

I moved to NYC in August to reunite with my partner who moved here the year before. I sort of dicked around in Washington, D.C. for a year while trying to figure out what to do with my life, and then decided that I needed to seek out the services of New York State’s vocational rehabilitation. VR is used by the disabled (I cringe at that word, but there are none better) for help in the workforce. New York State connects VR to education support services for the disabled into a program called VESID (Vocational and Educational Services for Individuals with Disabilities), run through the Department of Education. So at the encouragement of the state, I moved here in August after hooking up with the awesome people at Manhattan VESID. Through my career action plan there, it was recommended that I apply for DMD through MOPD. I assumed this was something done only here in New York, before learning that DMD is a national program.

I interviewed for the program at MOPD’s office near the Brooklyn Bridge and then waited. I was a little worried, actually. The interview went just okay. I think the biggest problem I had was being assigned an American Sign Language interpreter. My ASL isn’t there yet. And while I appreciated the interpreter doing a form of English-based signing, I found it to be a distraction. I am not used to working with interpreters and should have just focused on the speaker. Unfortunately, MOPD doesn’t offer real-time captioning (CART).

2bloomAnd yet despite my nervousness, a month later I was contacted by MOPD and learned that my mentoring day would be at Bloomberg LP in the marketing-creative department. I quickly RSVPed for an orientation session. (I was excited!) And then the following week, feeling under-dressed, I arrived at Bloomberg to meet the other mentees and my mentor. We were welcomed with a light breakfast and a short introduction about the day from their HR department, and then introduced to our mentors and whisked away to our respective departments.

While in marketing, I spoke with people in various jobs within the group — a print designer, a motion graphics person, my mentor who was a photographer and ad designer, and the marketing department lead. I got to talk about my own experience in relation to the jobs that the others were doing. I also got to ask about workflow, as I’ve specifically not been job hunting at large organizations because of my concerns over interoffice communication. Workflow is difficult for large companies to change and adjust to, and a person with different communication needs is too often the odd person out.

In some ways, I wasn’t prepared for how much it was like an interview. I thought it would be more one-on-one, matched with people in similar situations. Perhaps in some ways that’s a drawback. I think what disabled workers need to see is other disabled workers and how they are functioning in a work environment. I know what it’s like to work with hearies. and generally know what the challenges are there. What I don’t know is how other deafies navigate a hearing-focused work environment.

In the end though, it was a great opportunity to present myself to the team at Bloomberg LP and see the inside of a marketing department at a large media company. Whether it will lead to anything longer term — either as a point of contact within the media community or a position at Bloomberg — it’s too early to say. The biggest advantage I’ve seen so far is having made the contact and gotten impressive feedback within the MOPD and Bloomberg LP loop. I’m now on the MOPD list of disabled, mid-career professionals who make a good impression. And MOPD is seemingly a good advocacy organization with great ties to the NYC business community, so for that reason alone I rate the DMD a success.

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