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Logan Petlak

~ Lifelong Learner.

Logan Petlak

Tag Archives: objective thinking

One of an Infinite Means to Approach Science, Education, and the Universe: Part 2 – Objectivity, Subjectivity, and Perspective

08 Sunday Apr 2018

Posted by loganpetlak in Science Education

≈ 5 Comments

Tags

critical consumption, objective thinking, science, Science Education

A cornerstone of science, specifically the scientific method, is objective thinking. Objective thinking has become a hallmark of popular individuals in the media aligned within the scientific community, and the rationale for this is not without merit. Objectivity possesses positive applications, free of subjective and confirmation bias not only to aiding in the widening scientific understandings on contemporary issues like vaccinations and climate change which can bring about positive social change and ecojustice, but encourage productive interactions amongst peers: Being able to remove bias and emotions can be productive tools to resolve disputes when considering relationships within our species. But to disregard bias and emotion as detrimental parts of being isn’t prudent. It isn’t an inclusive approach to the full human experience and individual perspectives found within each of us and, as Derek Hodson points out, that inclusive aspect to approaching science may be critical part of learning for all individuals.

Before, I spoke of the importance of what the nature of science is and I made reference to the point that I merely hold one perspective or approach to it among many out there. The reality is that there is an incredible amount of cultural diversity on Earth, so acknowledging that my perspective is merely one from over 7.4 billion humans, is a critical part of acknowledging and being inclusive to that diversity through the idea of cultural pluralism. This, by extension, may even apply to functions of government in countries that in order to be truly inclusive, perhaps they should practice secularism which connects back to that idea of applying objectivity in a mass of differing perspectives; different subjectivities, narratives, and explanation for the complexities of the universe.

The idea of pluralism seeks to account for all these differing perspectives. In Canada, we have many individuals from different cultures and backgrounds existing in a diverse array of communities. This includes rural areas like Ituna, Saskatchewan, to urban centers like downtown Toronto, Ontario. The environment in which individuals interact shapes their perspectives and while we may find a shared identity for connectivity in Canada, what of the varying perspectives in other places around the world?

What of the perspectives we are exposed to in media? Different forms of media provoke the curiosities of science and questioning about the world we inhabit.

  • News posts, sometimes not completely accurately, convey information about new studies about the effects of coffee. Coffee drinkers may be inclined to shift their behaviour (sometimes negatively) based on their interpretation of this information.
  • Science fiction provides us with creative and imaginative perspectives beyond what we know in this world, yet even those forms of media are influenced by the perspectives and experiences of the author – yet they may connect us through mutual interests.
  • Listening to and observing comedians that we find funny due to their perspectives on life may connect us as well, or serve to divide us. George Carlin has a rant about national pride, and being proud of where you’re born not being plausible because you have no control over it – you didn’t earn it.

Yet a shared perspective and experience can bring members of a country together positively through a shared identity.

Or negatively, depending on your perspective.

We can look at the contexts in which perspectives propagate by observing our local communities and observe the importance of place on identity. These communities possess boundaries consistent with systems theory that outputs ideas and regularly gets new inputs of ideas. With social media contributing to greater amounts of globalization and the spread of ideas, however, the boundaries of perspectives are less static and even perspectives become positive feedback loops – spreading exponentially through communities.

positive and negative feedback loops.png

Positive and Negative Feedback Loops via Penn State University

Where do the boundaries of perspectives stop, though? Are there perspectives that hold more value to society or are there perspectives that are universally wrong? In certain parts of the world, gender and sexual diversity beyond heterosexual norms is a crime, which would be considered constitutionally wrong in Canada. In passing this kind of judgment, how does that impact the interpretation of our perspective by others? Does that make us less inclusive if we condemn certain policies and perspectives held by certain peoples in the world? Some would argue that’s the benefit of objective thinking – in transcends the potential flaws of subjectivity and diverse perspectives – but it may fail to fully encapsulate human thought, innovation and experience. Should we only account for perspectives held by certain, “worthy” peoples on the planet? Or, as we can see the immense diversity of perspectives in humanity, should we be extending our considerations beyond humanity?

Logan Petlak

One of an Infinite Means to Approach Science, Education, and the Universe: Part 1 – Nature of Science

08 Sunday Apr 2018

Posted by loganpetlak in Science Education

≈ 3 Comments

Tags

critical consumption, dna, nature of science, objective thinking, science, Science Education

“I’m not good at science.”

“I don’t like science.”

“Science is too confusing.”

Throughout my life I’ve heard these phrases uttered by my peers and students, and the implication of these comments has always baffled me. I’d like to say it’s not solely because I love science and I would assume others would share my thoughts and experience (despite my best attempts to think beyond said experience), but I’d be wrong to think my experience isn’t always a factor. These negative phrases baffled me because of the wondrous, imaginative nature of science and our existence that seemed obvious to see upon making simple observations about our world. Yet, in analyzing these statements, it would only make sense to consider what factors influenced the individual to feel that way, at that given point in their life, when I interacted with them concerning science. Questions I’d have to consider include:

dna.jpg

DNA via EssayHomeworkHelp.com

  • Did they have unenthusiastic science teachers (if so, why was the teacher unenthusiastic?)
  • What were there genetic factors programmed into their DNA that would make them more or less capable of achieving traditional success in their respective science classrooms?
  • What environmental factors contributed then and now to their thoughts and feelings on the subject of science? (And how am I defining “environmental factors”?)Do I speak literally of the chemicals and interactions the entire individual (including their cells) has been exposed to in the world around them from their days existing as separate gametes of ovum and sperm to the present?
    OR
    Do I critically look at the societal constructs that dictate how we (and they) live, behave and change culturally as a member of our species over time?

These are all considerations about the influences that affect the growth and development of an individual, and all of us as individuals. The contexts in which each of us learn vary significantly from one individual to the next, and the limitless depth in how we analyze these contexts is evident in the overwhelmingly numerous questions. None of these questions are easy to answer – much like any scientific questions.

Questions can baffle us, not knowing can make us feel lost, fear of failure can discourage us, but there’s so much we don’t know, questions we’ve yet to answer, and endless amounts of failure that are all at the heart of science.

What of the big, philosophical questions of science?

What does it mean to exist? What is being? Is our whole experience just a series of neuronal pathways learning and responding to our environment as a direct result of eons of mutation and subtle change?

Given what the evidence I’ve been exposed to indicates, I am inclined to think that all we are is a series of chemical reactions. Holding this worldview might seem like it is in direct contradiction to other worldviews – and for some it may appear as condescending or injurious. I don’t mean to diminish the value of others based on my perceptions of truth and place in the universe, or that because I hold this particular worldview that I will stop questioning and doubting my particular explanation – maybe I’m wrong, and that’s okay. I just hold that perspective about life.

But, then, how do we define life? In the Western world, are our Eurocentric definitions of life inclusive enough to consider the universe, as a whole, living? Is it wrong if it doesn’t? Is there “life” that exists out there that doesn’t subscribe to the way that carbon-based life exists on our planet?

These important philosophical, scientific questions – are never completely answerable – I’d almost go so far as to say that nothing ever is. Even the idea of “scientific proof” is loaded and misrepresented at times, as many scientists will say we are “more certain” of some things. Some of these questions we, collectively as a scientific community, may have a “pretty good idea of”. Some we have no clue, but, like anything, just because a question isn’t answerable doesn’t necessarily give every possibility validity.

Or does it?

When all of us are seeking our own source of truth and validation, how do we separate our subjectivities with being objective? Are we objective and critically competent enough to pursue and acknowledge what is likely truth or fact when it is presented to us?

All of these considerations lie in the nature of science – or my perception of it. Science is relishing the uncomfortable feeling of not knowing – yet feeling that desire to know more than you did before. Wanting to know everything about anything, always striving to become better, while knowing you’ll never achieve perfection or an absolute truth. Science shouldn’t be a negative force to justify division in our world, yet it can be used thusly. Science should attempt to constantly ask questions to educate us, rather than be used to belittle opinions and worldviews as it, too, is unfortunately used. Science occurs through individuals with different philosophies, it includes an evolving history transcending Homo sapiens and has subjectivities inextricably linked to its growth. Science is having curiosity and humility when analyzing and observing our specific place, at a specific point in time, in a specific, tiny corner of an ever-expanding universe.

petlak universe quote.jpg

As an educator, I want my students to love science.

To love not knowing.

To love asking questions about everything.

To consider every perspective.

 

Logan Petlak


Read the next blog post here:
One of an Infinite Means to Approach Science, Education, and the Universe: Part 2 – Subjectivity, Objectivity and Perspective

Logan Petlak

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