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| Itt is megvan |
találtam nekem valókat :)
És mivel a FB posztom alatt az egyik ismerős nem annyira értett egyet a mellékelt idézettel, megnéztem, miről szól az előadás.
Hááát nekem való :)))
Imádom az ilyen tudományfilozófiai elmélkedéseket!
Ez itt a TED blogbejegyzés róla. Meghaltam! Imádom! Íme a legjobb részek:
Firestein, the chair of Biological Sciences at Columbia University, thinks that this is a good metaphor for science. Generally we think science is orderly, a collection of knowledge. But real science doesn’t look like that. The fact is very few scientists use the formal scientific method. Really, says Firestein, “It’s farting around… in the dark.”
This difference became clear to him because of his dual role as professor and investigator. In the lab, he and his students would stumble around and come up with interesting questions, and it was exhilarating At the same time was teaching comprehensive lecture course. He uses a famous textbook, which weighs 7.5 pounds, twice the weight of a normal adult human brain. By the end of the course the students had the idea that we know everything about the brain. They also had the idea that what scientists do is gather facts and put them into books. But that’s not it at all. When scientists gather in the bar after conferences, they don’t talk about what they know, they talk about what they don’t know — all the open questions and problems they face.
So, according to Firestein, what’s exhilarating is this: Ignorance.
So he started teaching a course on ignorance (“Something I can finally excel at.”).
The point of the class is to give a real image of what science is, what scientists think about every day. Here are some some mistaken ideas about how science works:
- Putting puzzles together. That suggests there’s an ending. But there is no ending.
- Peeling away layers of an onion to get to kernel of truth. But there is no kernel.
- It’s like seeing the tip of an iceberg. Bug again, that implies there is a whole iceberg to be seen.
In the end, it comes down to the education system. In this era, when we have Google and Wikipedia, universities and schools need a different model. It can’t be about teaching facts, it has to be about generating a thirst for knowledge.
But that’s not what seems to happen. In second grade, almost every child is curious, exploring the world. By tenth grade, he says, almost none of them are excited by science or think of it as a possible career. It has to do with what his friend calls the ”bulemic model of education.” We push facts down their throats, and then expect them to repeat them back.
Firestein imagines an education system where you could pose this multiple-choice question:
What is X?
- I don’t know (no one does).
- What is the question?
- Look it up, or ask someone.
