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.bbc.co.uk/programmes/b00lwxj1




