Science and its social impact

Mar 06 2012 Published by under Uncategorized

I started writing about neurocognition and learning some years ago, wishing we may have to the brain in the classrooms one day. There is no doubt that education is a global issue and the best investment for the future of children all over the world.

It’s amazing the amount of articles and information that are generated around the brain, cognitive processes, neuro development, genes, macro systems, neural networks. Sometimes it is difficult to decide my daily readings. For this reason, I think that we know enough to apply all that knowledge on an area that at the same is struggling to redefine their own goals. There is so much information about the brain functions, as discussions are about education.

Science is something complicated in most educational agendas even in countries that promote and have high impact as the United States or China. Teaching science is a matter of passion. No matter the theme to work, if a scientist begins to talk about his work with passion, gimmicky speechless, it is like entering a different world. That’s the impact of projects such as TED or Learning without Frontiers in which the passion has a name.

But I have the impression that science, technology and society, are only in individual cases. There is no direct communication, if we look at the statistics of scientific impact around the world, which is for example United States publishes 5.322.590 of scientific articles for a population of 316.5 million.

 

China is currently near to become the number one about scientific production, it’s the estimation for 2013, they have currently published 1.848.727, but Chinese population is 1.848.727 but the total population is of 1,339,724,852. But other countries are so poor at this area, especially in Latin America, taking Mexico as example, which publishes 125.646 of articles but Mexican population is 125.646 of articles against a population of 112,336,538.

If science and technology would speak to the population, the numbers would be different, and there would be for example, most scientific programs on television, perhaps with the goal of finding ways to share the scientific culture. Samples there are many, but I can highlight Bang goes the theory in Britain, whose philosophy is to remove the white coat language of the science.

This follows the idea that scientists should remove the syndrome of "You don’t understand ME", because at most of  countries much of the science budget comes from taxes that people pay to keep the big brains at universities, talking  specifically about public universities and getting back to them with an incomprehensible language it’s not fair.

Proof of this is the impact of scientific research in the minds of the public. For example, in a survey conducted in the European Union, people are more interested in sports, entertainment, famous people, politics, art, and culture and only after that, the scientific issues can be found at their interests.

And when we analyze the searches made on the internet, is the most wanted themes are: education, technology, general science, media, policy, business, disaster, food, biology, physics, fashion… far away from everything, include biochemistry, mathematics, astronomy.

Under this philosophy, there are television shows where science is the protagonist, of course with a woman face with sexy clothes, either the handsome and intelligent boy who solves police cases or science fiction, creating the idea of applied science. It is true that science has that goal, solve problems of everyday life, health problems, but it is much more, and at times is it should not be taken literally. How can we teach that science is model of thought?.

I think that if science model keep a social mind, we would see that there are people that can listen, not only through works, but with words, an inspiring conference, a text that makes people feel that scientist are human with the same red blood, and that help to understand that science is at the service of humanity. We would be more successful and children would have better examples of life.

And there is another way to forget another little relation: Government and science. When Governments look to science not as a cost but as an investment, then would have scientists as political advisers and not trying to decipher the science. There would be no promises; there would be scientific projects with variables defined and achievable goals.

The other special relationship would be science and art, there are examples but needed more than to allow children to see the beauty, innovation, emotion.

That is why I decided to start to write about education and find how the brain works, because  I believe that there are answers of the abysmal differences between science and society, and why I think that we can and we must have a common language. Education will provide a better future and will allow us to solve problems differently, not better, just different.

Because I believe that scientists have to remove the syndrome of "I don't understand", that in the majority of countries much of the science budget comes from taxes that people pay to keep the big brains at universities, talking about public universities and that back it is an incomprehensible language and we also do less.

Alma Dzib Goodin

References:

 

Dzib Goodin, A (2011) Neurocognición y aprendizaje. Disponible en red: http://neurocognicionyaprendizaje.blogspot.com/2011/08/neurocognicion-y-aprendizaje.html

http://www.scimagoir.com/pdf/sir_2011_world_report.pdf

http://www.scimagojr.com/countryrank.php

http://ec.europa.eu/public_opinion/archives/ebs/ebs_282_sum_es.pdf

http://guateciencia.wordpress.com/2011/05/26/%C2%BFcomo-se-mide-la-produccion-cientifica-de-un-pais-2/

http://www.rtve.es/noticias/20111117/para-acercar-ciencia-poblacion-hay-olvidarse-del-sindrome-bata-blanca/476175.shtml

http://www.bbc.co.uk/programmes/b00lwxj1

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Brain and life

Mar 06 2012 Published by under Uncategorized

My name is Alma Dzib Goodin, I taught experimental and educational psychology during 17 years at higher education in Mexico City. Teaching was my life!.

I began to write because I have two big passions: science and life. I enjoy sharing and asking things, but I lead my efforts to understand the brain and particularly learning process. I believe if we can understand how naturally the brain learn, schools and education would be something not only productive, but fun. I think education is a right and not a privilege.

About that passion I must say I have found a lot of walls, mainly because some persons believe that anything neuro means extra money, if any conference or school teach you how to use your brain and make grow your skills, then it’s good. But how can someone teach you how to use your brain?. Brain works better than some brilliant ideas.

My other wall has been the Latin perspective about education; they believe the brain is something we shouldn’t try to understand.

I think we must have the brain in every classroom, not to teach children to use it, but teach them the way brain naturally learns.

But I have learned something about my other passion, which I share with my family and slowly I have open it to my readers. Life is just one and we don’t know its meaning. So I celebrate it every single day because I don’t know if I will have another chance. I’m cancer survivor.

So, when I found out my passions, I was very scared, I was very scared of travel and see new places, and life pushed me to board many airplanes, I study at Moscow and I got marry with an American.

I was scared to show my photographs to more persons than my mother and my husband, and when I publish my first photo, people smiled and said I had future as photographer.

I was scared to publish my ideas, but one day I did it and my friends said I was good (I have good friends). Then I was scared of death to publish in English, but my husband couldn’t read me, so now I’m posting articles in a magazine in Hawaii called Education 5-0, in a magazine in Toronto about Higher Education called Evollution and a magazine in Mexico about science called Fronteras de la Ciencia, plus my own blogs and now I’m guest blogger here with Scientopia and I want to thank them but this experience!.

I was scared of coming to United States, because I didn’t have a job, and my English was not so good, and now I have the opportunity to interview people, and have new friends, people here is so kind and I enjoy listening so many accents!. It’s like music all around.

I was scared about needles, but I’ve had to go through so many than I decided to accept that they save my life. The worst have been when I have to use them to save my sunshine’s life.  I hope one day medicine can find better ways to cure.

I was scared of a roller coaster, and my husband and I celebrate that one day I felt brave. Something happened to my neck, and of course I don’t want to try again, but it was fun!.

So, I write about neurocognition and learning, education and life. I’m Bubu’s mom and I see life through her eyes.

Oh!, Bubu?, don’t you know her?, well, she is our maltes minitoy doggy, she was born deaf, so I had to learn how to teach her and help her to adapt to the world. Now she is blind, but she still can feel the world, through her paws and you can be sure she will let you know what she needs.

She has two brothers: Benny, our cat, he is dying because he suffers kidneys disease, and Champy, he suffers anxiety attacks. That’s why we took life with both hands and share as much as we can.

My first book will be ready in Spanish soon; it’s about the neurocognitive processes of learning.

My philosophy: if you don’t know something, ask. If you know something, share it.

I’ll be posting during 15 days here, with Scientopia, I hope you can have many questions about what I share.

Alma Dzib Goodin

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What is Skepticism

Oct 31 2011 Published by under Uncategorized

There seems to be a theme running around the intertubes today... a them about skepticism.  I'm nothing if not unoriginal, so here are my thoughts on the matter.

Skepticism is not saying everything is wrong.  Skepticism is saying that you aren't sure of something without further evidence.

Skepticism is not making up arguments to support your thoughts on the subject (pro or con).  Skepticism is honestly trying to find the information that you need to stop being skeptical.

In that way, skepticism should be about data, logic, and the scientific method.  Every scientist should be a skeptic.   But skepticism does not mean doggedly defending your point of you beyond the realm of rationalism either.

Many people claim to be skeptics.  Some of them even are.  Most are not (about something).  We all have our pet notions.  "If I wear my lucky socks on game day, then the Cowboys will win."

Skeptics can be convinced by sufficient information.  That's one way in which evolution-deniers and climate-deniers are not skeptics.  They cannot be swayed by sufficient information.

Muller is a skeptic.  He thought climate scientists were wrong.  He spent two years looking at the data... not to prove the climate scientists wrong, but to find the correct answer to the question he thought was important.  He got the results of his work and is now convinced that the Earth is warming.  I think he remains skeptical about human causation of the warming trend, but maybe he will continue his research.

Watts is not a skeptic.  He is a denialist.  He said he would change his mind and accept whatever Muller found, but he has not.

I could go on and on.

The point is that a skeptic can change his/her mind to fit the evidence.  Does that mean a skeptic must have every possible answer complete?  No.  If every possible question was answered, then scientists would be out of a job.  It would all just be making license plates from then on.

At what point can a skeptic make a decision one way or another, well, that all depends on the question, the evidence, and the skeptic.  As Carl Sagan said, "extraordinary claims require extraordinary evidence".

For Muller, it was 2 years of heavy data analysis.

 

 

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My Project

Oct 29 2011 Published by under Uncategorized

I am hesitant to discuss much of this as I normally don't talk about my work.  There are good reasons for that.

You see... I'm the enemy.  I am a content specialist for a major producer of standardized tests.  My specialty is (duh) science.

Now, I've been in this industry for 3 years now and let me tell you, it's not what you think it is.  Unless you are in the industry or actively involved as a client, you can't imagine what it's like.  I can share a few things with you.

It takes over 18 months for a question to go from an idea in someone's head to an operational item (that means it's scored and the score counts for whatever the test is for).  Each question, depending on the project requirements, will be seen by 2-3 content specialists (usually each one more than twice), artists, copy editors, fact checkers, clients, client committees, and a bias/sensitivity expert before ever even seeing a test form.  Then there is field testing, data review, final review by the client... then it MIGHT get on a test.

The first thing most people think of when they hear 'standardized testing' is the recently ended No Child Left Behind and maybe Obama's Race to the Top programs.  I will say that it is my opinion that these standardized tests in these contexts are used for entirely incorrect purposes and at incorrect times.  But those are client decisions and "him what pays, says".  But there are a lot of tests that have to be standardized that you might not think about.  Every industry that has some kind of certification exam has standardized tests... nurses, IT techs, aircraft mechanics, etc. etc.  Those are generally used properly.

When I say properly, let me explain.  What is the purpose of a test?  To see if the tester knows something.  Now, a well designed test question will not only tell you if the student knows the information, but can also tell you why the student got it wrong.  That last bit is critically important and why much of the high school testing... isn't properly used.  There's accountability with no chance at improvement. If the tester doesn't learn, then there' s very little point in doing it... if you don't learn, there's very little point in doing anything.

A properly designed test should have a diagnostic component.  Which is a pre-test.  What does the tester know now?  It can identify areas of improvement and even (sometimes) over clues into the misconceptions the tester has so they may be taught correctly.  Any assessment is a tool that students, teachers, parents, state officials can use to see what's going on with education at their level.  Unfortunately, it's not being used this way (mainly because it is expensive).  Again, there's a big difference between public school assessments (which are free for the students to take) and professional certification tests that are not free.

But why a standardized test?  Well, that just means that over a given period or group, all the testers take the same test.  Their are several reasons for this.  One is so that scores can be compared between students, schools, classrooms, socioeconomic groups, gender, ethnicity, ect.  And yes, we do compare every test question in every single one of these ways to check for issues.  Because tests are standardized, they can even be compared year to year.  Usually a group of questions are carried over from one year to the next and these form the basis of some extensive statistical analyses to determine how students compare year over year.  It is truly staggering the amount of information that is developed from these tests.

It can go even further.  A few of you may remember Obama's "Sputnick Moment".  Well that's from another standardized test (PISA) that is given to students all over the world.  The same questions given to students in 70+ countries.  The US didn't do so well in the latest one, hence the "Sputnick Moment".

Another complaint that people often have about standardized testing is that it is too easy to guess.  99% of the time, the questions are 4 option multiple choice.  Well, that is changing.  A number of industry leading companies have a variety of new products out.  Items that are hot spots, where a tester selects one or more portions of an image and the computer tabulates the location of each click to determine a score.  Drag and drop, which is a glorified matching question, but often with some advanced features.  There is even some significant research into computer scored essay questions.  I've seen a demo and it is absolutely stunning.  It is not a word count type of system.  It is a learned relational database.  It can tell the difference between a BS answer with lots of technical terms and one that has the exact same terms, but correct.  I've seen it.  It is truly amazing tech.

Sorry for the digression, but I hope that this has given you some insight into the industry.  Like any industry, there is a lot of proprietary technology, processes, clients, etc.  I can't get into that.  If you have any questions, then I'll try to answer them if I can... the more general the better.

But standardized testing is here to stay.

Now, on to my project that I am epically excited out.  This is really a pinnacle of the career type of thing.  I am responsible for the development of the science standards for a MAJOR client.  This isn't state wide or even national.  We are likely to go multi-national with it.  Now, I'm not doing this by myself.  There is the client, various advisory committees, consultants, consultant groups, and a host of businesses all involved.  But I'm the guy that is actually putting the words on paper.  Which means, a lot of what I say will be incorporated into the science standards.  I've made a number of changes and recommendations and the client seems to pleased.

My trip to New York, next week, will be the first of a series of committee reviews of these standards.

When I think about, which I try not to do, I am excited that I am working on such a major project.  Then I get seriously nervous.  What if I say something wrong, what if I didn't push hard enough to get something vitally important in or get something that ends up a waste of time out?

I actually started another draft document today and that's why I'm thinking about this now.  We're talking about being an influence (however small it might be) on literally hundreds of thousands of students a year.

I can say for certain that evolution will be a major theme.  The client unambiguously agrees with me and a consultation group that I assembled from experts in science education.  We're not going to beat around the bush either.  Common descent, speciation, selection, etc.  will all be fair game.  I am very happy about that.  Even if students don't believe it, they still have to learn it and they will learn what evolution is really about instead of the misinformation that is promoted almost everywhere in the US.

I'm just babbling now... and as usual... I'm not sure where to stop.  So, if I can answer any questions you might have, let me know.

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Evolving Ideas and Intelligent Design

Feb 19 2011 Published by under Uncategorized

Well, it seems that my earlier post on Darwin has ruffled some feathers in the Intelligent Design (ID) camp, so they've been trolling the comments section on my personal blog. This post started out as a response, but I decided to expand it to include some of the context surrounding Darwin's work.

A comment by VMartin

...One wonders why no one noticed “natural selection” before. And there were ingenous minds in the history! One answer might be this – it was never observed because it doesn’t exist. Darwin implanted this speculation there. And “On the origin of species” reads sometimes like comedy. One should try to count how many times Darwin used words like “which seems to me extremely perplexing” etc....

It's interesting how 'simple' natural mechanisms and systems can take longer to be acknowledged than one might have thought. Heliocentrism is another example of something that now seems very obvious, but was historically slow to be recognised (and is still not recognised or not known about by some). It's easy to blame organised religion for the suppression of such observational truths about the universe, since challenges to traditional belief were seen as heresy and dealt with accordingly, but there's far more to it than that.

One reason why some scientific theories have been slow to come to light

One reason why some scientific theories may have been slow to come to light

Let's set the scene - Darwin's formative years were tumultuous with regard to sociopolitical events. The Napoleonic wars drew to an end with the Battle of Waterloo when Darwin was six years old, the Peterloo Massacre occurred and the Six Acts were drawn up by the Tories to suppress radical reformers when he was ten - reflecting the ongoing social division between the establishment and the public.

Peterloo Massacre

When Darwin was in his twenties the power of the strongly traditional British establishment finally began to wane, when the Whigs came to government allowing the 1832 Reform Act and the 1833 Slavery Abolition Act to be passed. There was also the devastating Great Famine in Ireland when Darwin was in his thirties and all of this was set against a background of the Industrial Revolution, which was providing the impetus for science to play an increasingly important role in society.

This meant that Darwin's work was by no means formulated in intellectual isolation. Theories of evolution had been proposed 2,400 years previously, but they were poorly developed. Natural philosophers like Darwin's own grandfather Erasmus and Jean-Baptiste Lamarck raised the issue of evolution at around the time of Darwin's birth, but the mechanisms for evolution were either ignored or flawed. Evolution was an established topic of discussion and publication by the time Charles Darwin came onto the scene, with people like Robert Grant being more radical on the subject than Darwin found palatable in his early manhood. Despite this interest, the mechanism of evolution remained elusive - perhaps unsurprisingly, since the academic community addressing natural sciences was largely composed of members of the clergy and the natural theology of the time was seen as being mechanism enough.

But a literature base that was to inspire non-traditional hypotheses was also developing at the time - Vestiges of the Natural History of Creation in particular offered an alternative view that was seen as too radical by many - clearing a path for subsequent works that challenged orthodox views.  Given this context, it is perhaps unsurprising that Darwin and Alfred Russell Wallace converged on the same premise at the same time. In short, the ideas evolved to fit the intellectual and social environment. The same has been true of other discoveries and inventions where there was a requirement for the right intellectual groundwork to be laid in advance. This groundwork is required before a robust theory can take root - and Natural Selection is a component of the robust theory of Descent with Modification, or evolution.

The critiques I have seen of evolutionary theory  have come from people who quite clearly don't understand it - and such critiques tend to rely on statements of incredulity rather than a strong factual base. No well-supported alternative hypotheses have been constructed or presented and a lack of understanding hardly counts as a robust refutation of a well supported theory.

An accusation by IDers is that 'Darwinists' (N.B. I don't know anyone who would call themselves a Darwinists following the New Synthesis) stick with Natural Selection because they are atheist. I think I see the real agenda emerging here, particularly when you see evolution as a theory being conflated with just one of the mechanisms involved. After all, Natural Selection is not the only mechanism involved in evolutionary adaptation and speciation - there are also other factors like hybridisationhorizontal gene transfergenetic drift, perhaps some epigenetic influences and artefacts of EvoDevo processes. But these factors are still constrained by the simple fact that if they are selected against, they will not be perpetuated.

Intelligent Design

The Intelligent Design agenda

John A. Davison left this comment on a previous post:

Natural selection is a powerful force in nature. It has but one function which is to prevent change. That is why every chickadee looks like every other chickadee and sounds like every other chickadee – chickadee-dee- dee, chickadee-dee-dee. Sooner or later natural selection has always failed leading to the extinction of nearly all early forms of life. They were replaced by other more prefected forms over the millions of years that creative evolution ws in progress...

First and foremost, the suggestion that Natural Selection prevents change is erroneous - change will occur if there is a change in the environment and/or if beneficial mutations arise in a population (tell me that mutations don't happen - I dare you...). The obvious response to the next statement is that I can think of six different 'chickadee' species, with an additional three subspecies (and this is ignoring numerous other very similar members of the Paridae), all are similar, but all are different - so the statement makes no sense as it stands. Getting to the meat of what is being implied about the Creationist interpretation of species, another bird provides a good example to the contrary. The Greenish Warbler shows a distinct pattern of hybridising subspecies across their vast range, until they form reproductively isolated species at the extreme ends of their range, where they happen to overlap yet not hybridise (a classic ring species [pdf of Greenish Warbler paper]). This is a well-known example of how genetic variation can accrue and give rise to new species without any supernatural intercession.

Salamander ring species (picture from Thelander, 1994)

Salamander ring species

Another comment by VMartin

...But no wonder that Darwin considered “natural selection” for such a complicated force. Even nowadays Dawkins speculates that NS operates on genes, whereas E.O.Wilson has brushed up “group selection” recently (citing of course Darwin as debeatur est .

So may we “uncredulous” ask on which level “natural selection” operates?

As to this question about the level on which Natural Selection operates, I thought the answer was pretty obvious - it operates at every level. Change the focus of Natural Selection from passing on genes to the only alternative outcome - the inability to pass on genes. It doesn't really matter which level this occurs at or why - be it a reduction in reproductive success when not in a group, or a deleterious single point mutation - if it happens then Natural Selection can be said to have occurred. Being 'fit' simply means that an organism has not been selected against.

There's a lot more to modern evolutionary thought than Darwin's key early contribution, but Darwin is still respected because he was the first to provide a viable mechanism by which evolution is driven. This mechanism has helped make sense of an awful lot of observations that were previously unaccounted for and, moreover, evolution has been observed and documented on numerous occasions [here's a pdf summary of some good examples].

I fail to see why Intelligent Design has been taken seriously by some people - it relies on huge assumptions about supernatural interference (so it fails to be a science) and I have as yet never seen a single piece of evidence that actually supports ID claims. The only research I have seen mentioned by proponents of ID are old, cherry-picked studies that report a null result from an evolutionary study - this is not the same thing as support for ID, as anyone who can spot the logical fallacies of false dichotomy and Non sequitur (in particular the fallacy of denying a conjunct) will tell you.

I like to keep an open mind, but as soon as I see logical fallacies being wheeled out I lose interest in getting involved in the discussion. This may be a failing on my part, because I should probably challenge misinformation, but quite frankly I don't have the time or the patience - much as I hate to stoop to an ad hominem, my feelings on this are best summed up by the paraphrase:

when you argue with the ID lot, the best outcome you can hope for is to win an argument with the ID lot

and my time is far too precious to waste arguing with people who ignore the arguments of others and construct Straw man arguments based on cherry-picked and deliberately misrepresented information. I have no problem with other people believing in any of the numerous gods that are available, but please don't try to bring any god into science (and heaven-forbid the classroom) - since it is neither necessary nor appropriate.

Intelligent design as a scientific idea

Intelligent design as a scientific idea

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