By Chet Bowers
This serious exam of STEM discourses highlights the critical to contemplate academic reforms in the diversified cultural contexts of ongoing environmental and technologically pushed adjustments. Chet Bowers illuminates how the dominant myths of Western technology advertise fake provides of what technological know-how can in achieving. Examples display how many of the technological know-how disciplines and their shared ideology mostly fail to deal with the methods metaphorically layered language impacts taken-for-granted styles of considering and the function this performs in colonizing different cultures, therefore keeping the parable that clinical inquiry is goal and freed from cultural impacts. directions and questions are integrated to interact STEM scholars in turning into explicitly conscious of those matters and the demanding situations they pose.
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Additional resources for A Critical Examination of STEM: Issues and Challenges
The analogs are generally derived from the student’s immediate experiences, which means the concepts are vastly oversimplified and represent the ethnocentrism of the dominant culture’s representative—the classroom teacher. Wilson, Carl Sagan, Stephen Hawking, Michio Kaku, Howard Fields, Ray Kurzweil, are typical of most scientists whose thinking reproduces many of these and other simplistic explanations acquired in the earliest stages of formal education. These taken for granted patterns of thinking may remain unquestioned over the lifetime of the scientists for the following reasons: their vulnerability during their early stages of language acquisition that provided the initial interpretative frameworks, the lack of alternative vocabularies that would provide the basis for questioning the analogs that become the initial basis for thinking, simplistic questions asked by teachers and significant others which further cement the authority of surface knowledge, the many ways the cultural assumptions and analogs are continually reinforced through interactions with the taken for granted world of significant others, and the ways in which the early stages of developing an interpretative framework provide a seemingly solid and non-problematic conceptual basis for focusing on the more challenging issues that arise as one goes deeper into one of the sciences.
Here I shall use a statement by Johannes Kepler that best summarizes the root metaphor of a mechanistic universe, followed by how other leading thinkers of their times relied upon it to explain other aspects of life ranging from the political, creative, educational, to evolution itself. Analogies that Encode the Root Metaphor of a Mechanistic World My aim is to show that the celestial machine is to be likened not to a divine organism but to a clockwork. . (Thomas Hobbes, from the Leviathan, 1651) Our conscious thoughts use signal-signs to steer the engines in our minds, controlling countless processes of which we’re never much aware.
Carl Sagan summed up in the following way why science rather than religions should guide human actions: Think of how many religions attempt to validate themselves with prophecy. There isn’t a religion on this planet that doesn’t long for a comparable ability—precise and repeatedly demonstrated before committed skeptics—to foretell future events. No other human institution comes close. But spirituality, as Wilson also holds, must not rely upon ways of knowing that cannot be validated by science’s insistence upon observable and measurable evidence.
A Critical Examination of STEM: Issues and Challenges by Chet Bowers