Teaching the Facts...

Currently there are many theories being taught as if they are fact, when they are actually still just common beliefs. Many scientists have come to consensus on ideas that have yet to be proven [evolution, photons and the speed of light, cometary motions, many historical beliefs,...are just a few].

It is my hope to change how we teach to better inform students of what has yet to be verified and what is still just a common belief. There have been many instances in the past where progress has been suppressed by such a lack of understanding [Galileo, Copernicus, Tesla,...]

Would teaching the actual facts, truths, and present knowledge accurately be a welcome change to our educational system?
I appreciate your insight. Thanks.

 

First, it's important to be clear on the difference between "theory" as the term is used in science and "theory" as the term is used outside of science. What's your understanding of this difference?

 

Seconded. Commonly people assume that a "theory" is simply a guess, however in science, it is a very well-developed framework of concepts that link together many proven findings based on evidence and scientific inquiry (i.e. evolution, etc.). All scientific ideas that are brought forth are immediately tested to attempt to disprove that idea. When all the evidence continues to corroborate the theory, it proves the strength of the theory, and perhaps changes parts of it to match real life observations (i.e. evolution which has withstood rigorous scientific testing over hundreds of years).

Contrary to popular belief, science does not strive to find facts. It strives to best explain the world/universe we live in, and it is open to new evidence and findings so ideas in science may constantly change to meet reality.

 

Yes, I have run into this problem several times. Having several definitions to the same word is another obstacle of communicating. You may want to see my argument for the word "theory" on a thread entitled "A Theory of Cometary Associations with Earthquakes". Several posters seemed to want discuss the meaning of the word instead of the actual discussion.

There is plenty knowledge being ignored that would significantly change many "well established explanations of some aspect of the natural world..." in numerous current scientific theories, however defined. One big problem is students learn these scientific theories and state them as if they are fact, even when there are many contradictions. This is what, I feel, should be strongly addressed. I would think it better to teach a multitude of ideas on subjects that have yet to find certain verification. Do not exclude a possibility until every detail has been studied and proven beyond any doubt. I am sure you can think of several examples of information not being taught because it may be currently considered a sort of psuedoscience.

I have encountered there have been many within the scientific community to delberately stifle information that may have importance. Important knowledge lost from a certain fews' ignorant actions. It has happened many times and, besides catastrophes, this is just another reason why history has so many missing pieces. Will this "passed on ignorance" just continue? Would it not be better if students could learn all points of view and all available facts before confusing another generation?

 

Kalopin, are you a teacher?

 

I third the comments by TG and Peregrin. Science doesn't necessarily try to prove anything; the scientific process is actually focused on disproving. But it is necessary to get as close to "the facts" as possible which is done by presenting evidence that supports a particular view of natural phenomena.

 

Only if you wish to learn what I am trying to inform...

One can not control what is taught, only what is learned...

 

I guess I'm not sure what your agenda is, then. Can you clarify?

And I might actually say that your little saying there is actually the opposite. I can't control what my students learn, but I can and do control how I teach them and how I present the material.

 

I find this view highly distressing. To think that teachers are going about teaching things that are not factual is insulting to the profession.

I think your expectations for science content is too high. Science does not set out to prove things are 100% true, but instead are factual to the best of our knowledge. Research is conducted and sometimes what we believe to be true ends up being contradicted. I worked at a science center for two years. If approached by someone who disagreed with what we were teaching at our workshops or hallway activities, we respectfully replied that there are many explanations for things in nature, but that we teach what is the predominant view of the scientific community. There isn't enough time to teach every idea that exists. That's why we work to develop students into life-long learners, so they can go out into the world discover the wide variety of views that are out there.

As a historian I have to ask what you mean by "many historical beliefs" have yet to be proven? True, historians don't always have adequate knowledge of a time or event and sometimes they make educated guesses on what happened, but we don't pull ideas out of nowhere and teach things that are not factual.

 

If it were focused on disproving, then why find evidence to support? Wouldn't disprovers just want to find evidence to disprove? Maybe therin lies the biggest problem- Too many believe science is trying to disprove. No, I have to disagree and stand, so far, alone in saying that science is about proving and proof and finding all available evidence on all sides of the argument, to understand fully before finding consensus...

 

How do you propose that we teach about things like atoms, gravity, and black holes? Or are you suggesting that we not teach about those things at all?

 

Sorry. To clarify- Yes, I mean each individual growing up from childhood can not control what they are taught. As the title states, I am hoping to make a change concerning the lack of information given to students in many areas of importance.

 

Can you give a concrete example of something that you believe students are being taught that is not factual? You're speaking in generalities, not specifics.

 

Evolution, history, "Ancient Aliens", Ed Conrad [have you heard of him?]. There is much information that has yet to be studied in enough detail. You may say pseudo, but there are many facts being ignored...

 

Here is one argument yet to be addressed:
The photon does not travel at any finite speed in any medium, yet an infinite number of velocities. It is being pulled out by explosions producing cosmic rays [charged particles] travelling on pressure waves. Photons are particles of light containing zero mass. There is no mechanism able to push out a massless object. Voyager one's findings concur. Cosmic rays travel even faster outside the heliosphere. Even after these findings, this issue has yet to be addressed.

I believe the same as Dr. Nikola Tesla- that cosmic rays can travel anywhere from fifty to five hundred times the maximum speed of light.

P.S. Can you think of a mechanism to push a massless object?

 

Quite the opposite. I am hoping to convince that it a good idea to teach every logical aspect. We know a lot about atoms, gravity, and black holes, but not all the information agrees.

For instance; It has been considered that black holes are implosions, [a vacuum from an explosion] and that a rogue black hole has been seperated from its original explosion. This, however, as far as I am informed, has yet to be considered as factual enough to be taught.

I feel that if there is still a possibility, then it may be worth learning?...

 

I'm confused. All of the astronomy and physics teachers I know discuss the different ideas surrounding black holes. Are you stating that science teachers never offer up alternate scientific ideas?

 

Have you heard of a black hole being an implosion? This is Occam's Razor- the simplest explanation. If this is being taught, then disregard that one. Is this being taught?

I am sure most have good intentions. I only want to confront those that continue to stifle strong evidence. Such as placing [hiding] particular bones in some cabinet, away from uninformed minds, in a blatant disregartd for science. Even though todays' technology provides more access, it appears certain positions command more than enough influence to slow, even stop progress and change.

 

I don't know what schools are like in your community but in my area science teachers are encouraged to mention ongoing scientific research to their students. SCIENTIFIC research.

 

I suspect with today's advancements, there should be quite a bit more "scientific research". This is what I am specifically trying to address. There is a great amount being ignored and suppressed [purposely?]. Either way, it is my belief that the educational community could do a much better job of inclusion.

I feel currently education stands at a "fork in the road". I know that we can dispose of the paradigms to give the next generation the intelligence to think "outside the box". Give them the mind-set to be able to stop having to spend so much time and money protecting ourselves from each other and understand our common enemy is extraterrestrial...:thumb:

P.S. No, not aliens- meteors, bolides, projectiles from meteoroids, asteroids, comets,...-our common enemy!

 

Kalopin, there is no one who has a gun against my head not to teach some theory or facts. We have our state and Common Core standards that list content and skills to teach. We are completely free to find the most current and accurate information to teach these standards. This is true at the public and private schools in the area I teach, unless you have a controlling and closed minded principal. I have had 8 principals, but none of them have ever restricted how I teach the standards in Science.

 

Yes, it is the "standards" in which may lie the problem. The standards should be higher.There are many specifics and many generalities presently not even considered in any curriculum. I can give numerous examples of changes in science that should have taken a lot less time and effort, as the world would still be flat if not for the many years suffering of the scientist to present the facts...

 

I have a high IQ and multiple science degrees. And I have no idea what you're talking about.

I can't decide if you want teachers to teach creationism or prepare our students for Invasion of the Body Snatchers.

 

Both! Teach it all. Do not deny a possibility of any chance, until the time of complete and total verification. There are so many findings on so many subjects, it is not possible to convey disgust. I wish so much more for the next generation. I had high hopes for mine, but the failings of the past generations teachings have continued the path of passed on ignorance.

Want another?
Nikola Tesla showed wireless transfer of energy to power electronic devices as early as 1893. Just recently WiTricity from MIT "invented" it again? Only after another university [can't find now?] showed how they could charge an electric bus wirelessly.
So 1893 to 2013, only 120 years after. Is this acceptable? Because this is exactly what is still occurring. Education is way behind discovery!:help:

P.S. Such a mgnificent I.Q. should be able to understand what really occurred on December 16, 1811? Have you had time to give this a study?

 

I think that you are grossly misinformed about what is taught in science classrooms these days.

I also think that it's time I bow out of this conversation until something more interesting and clear develops later. The OP isn't making any sense and I question his/her agenda.

 

It's "his". Sorry, don't leave me now, I mean not to offend.

I just have so many questions as to why there are so many to misunderstand so much. What I see to be simple facts, others complicate, misinterpret and disregard as if fiction. My frustration must be evident, but it is only from, what I feel, are good intention.

Would presenting so much alternative knowledge be [so many adjectives] a good thing? I feel strongly that it is the right thing...
Thanks for the time...

 

So... are you arguing merely that all possible options and explanations for a given idea/event be presented to students? Not just the currently accepted beliefs of the scientific community, but rather all beliefs that are "out there" regarding a given topic? Present everything, and allow students to decide for themselves?

I do have responses to that, but wanted to make sure I even understood the premise, because it seems I am not alone here in finding myself a bit confused as to what, exactly, your proposal for education is...

 

I'm getting a slightly better idea of your argument. Yes it would be great to include more variety in the curriculum, but we're on a tight schedule trying to fit in the curriculum and prepare students for state testing. There's hardly enough time to get as in-depth with topics as we would like to. If students have real interest, they can go online or read a book on the topic. Just because I was only taught evolution (at a Catholic school), doesn't mean I'm not knowledgeable about theories such as Intelligent Design or the Flying Spaghetti Monster (all hail his noodle-y apendage).

People don't exist in a vacuum. They have the world at their fingertips and access to an unprecedented amount of information. I'd rather focus on developing curiosity and passion for learning.

 

This.

 

Well, all logical options. If there is a hypothesis bearing some merit, then why exclude? I am hearing a time issue. I feel it is more of an organizational issue?:huh:

It seems wrong to spend so much effort on just the few hypotheses concerning the subjects having verification issues?

 

:huh:

 

I have to agree. It is a difficult task to convey facts to get to the actual truths.
It is true that much of the knowledge is available for those in search of it. Though, when in youth, these thoughts do not normally just come to mind.
This is why, at the earliest ages, I feel, students should be shown much more than most believe is able to be absorbed. Many educational systems now recognize the importance of teaching more at ealier stages. Then, when it comes time to study into more complex theories, there may be enough time?

I believe this can easily be accomplished.

 

So, we should only teach actual facts, but on the other hand, we should teach every lunatic theory under the sun.

 

Based on the title of this thread, I thought it was going to be about teaching the birds and the bees... "The Facts!"

 

I'm hearing a lack of understanding of what/how/why science is taught in schools.

May I suggest that you get a teaching license in your state so that you can truly understand and perhaps begin the process of change you desire?

Or, on second thought, you ought to enter politics if you want to have a voice in school curricula.

 

I expected it to be about math facts.

 

If you consider the "lunatic theory" to be a possible logical solution...
Does it contain facts, as the ones previously mentioned?

Do any of the ones mentioned sound like a "lunatic theory"?
Because they contain facts-
1. Voyager 1 studied the cosmic rays,
2. Tesla discovered remote transfer of energy,
3. Ed Conrad discovered human bones in coal,
4. and comets, tree ring data and catastrophes have been linked by study of a dendrochronologist named Professor Mike Baillie.
Please feel free to look this up and tell me what school teaches these facts...

 

But once you actually read it, you realized,mmm?
Would that work with other facts?
Learning is easy. Teaching what has been learned is the issue. Will you?