Tag: education

I’ve been thinking a lot these past few days about science and people who consider themselves to be “not science people” or “not math people” and how that winds up playing out in educators and education. The response to the Higgs Boson discovery has been huge and wonderful, but these New York hipsters show us we still have a long way to go.

In my musings, I owe much gratitude to Chip Brock, who has always been willing to answer my random, rapid-fire e-mail questions. My lifetime favorite question is probably when I sent him a message from my internship at The Gazette in Colorado Springs asking how much pressure it would take to blast off a manhole cover. Yessssss.

I owe a lot in advance to Kendra Snyder, who is a science publicist for the American Museum of Natural History. I say “in advance” because I plan on picking her brain plenty in the future, although before yesterday, I hadn’t seen her since we graduated together from MSU in May 2005. Which is an absolutely tragedy, because she is brilliant and wonderful. We didn’t hang out much outside of SNews functions at MSU and our sweet 2003 study abroad, which is a shame.

I was trying to figure out yesterday morning, as I was brain barfing to Kendra, why my passionate interest in lay-person’s science advocacy has been on the sidelines for so long. Maybe it’s because I’ve found science-loving friends in Toby’s coworkers at Cheezburger who made me think that the rest of the world was more into science these days. Maybe I was lulled into a false sense that science was becoming more widely recognized because of popular shows like Mythbusters and Alton Brown’s Good Eats.

But I’m probably really thinking about how most people respond to science because of the reaction most people have when I tell them I’m writing a children’s book about Buckminster Fuller. There are three main forms these reactions take. I am including photos for ease of interpretation.

 

1) Delight. “OMG Awesome! The geodesic dome! Buckyballs! What are you writing about him?”

2) Dismissiveness. “Oh, SHANNON, you’re such an overachiever. Don’t even tell me, I know I wouldn’t understand.”

3) That Look. “That Look” also goes along with “That Voice,” the tone that people use when they talk about science being beyond their grasp. You’ve heard every single TV and radio personality using “That Voice” when they lead into a story about the Higgs discovery. It’s oftentimes meant as a compliment, I’m sure, like “Now we’ll hear from a brilliant person who understands the mysteries of the universe,” but I actually take it as an insult. When you use That Voice and give me That Look, here’s what I actually think: If I am failing to communicate in a lucid way how certain processes work, you are actually calling me an incomprehensible jerk incapable of communicating clearly.

I don’t want you to tell me I’m smart; I want you to ask me questions so I can help you understand too! I want you to be able to see the beauty and majesty and wonder in how science shows us how the world is put together.

How can we get people to be more comfortable and interested in science, especially in a time when NASA funding is nonexistent, education is floundering, and there’s a gross permeating feeling of anti-intellectual sentiment that I can only seem to shake when I’m with the brilliant educators they keep tucked away in the district office?

Well, I can tell you one strategy that probably WON’T work:

I’ll be continuing to ponder this further. But for now, I’ll leave you with inspiring words from Neil DeGrasse Tyson, who actually works out of the American Natural History Museum and might have been in THE EXACT SAME BUILDING AS I WAS yesterday.