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Most can't see Ja's doom; at one point I would post about Jakans who
have wealth losing it and no one really believes me. Ja is heading for serious trouble, the petty politics has to stop. To me the printing of new monet is petty and only serves as a distraction. There serious issues of national SECURITY that needs to be addressed. Read on:
Science reform in education and national development
Louis EA Moyston
Saturday, May 16, 2009
The Jamaica Public Service National Science Exhibition 2009, held at the Jamaica Pegasus Hotel on April 22, was a major success. All the participants, to my mind, were winners. The spokespersons for each group, from the preparatory, primary, secondary to tertiary levels were most articulate and impressive in their presentations.
An event of this type requires a larger venue as well as constant "airing" of that event on public and cable television. The impressive set of exhibits ranged from food production and sustainable agriculture practices, to the development of alternative and sustainable energy. If there was a gender imbalance, then it was in favour of the female. It is important for us to realise that science reform in education is critical for Jamaica's survival in the 21st century. Any effort to "transform" education in Jamaica without the central role of science in the response to change in the curriculum will be a monumental waste of time. Throughout the history of modern civilisation, education and science played the central role in change and development; its absence is associated with dependency and underdevelopment. It was the great English philosopher, Francis Bacon (1561-1626) who said, "Knowledge is power," and when this knowledge is embodied in the form of innovations in science and technology, it is indeed the force that drives history.
Change in the global sphere and in the national societies is directly linked to the role of education and science as transformative forces for national development. Grieder (1997) One World, Ready or Not, Madgoff (1969) Imperialism, Drucker (1994) Post-Capitalist Society, and Kennedy (1993) in Preparing for the 21st Century, to name a few, discuss the idea of change as an outcome of the processes of new methods in science and technology at a certain juncture in our history - those periods described in terms of industrial and technological revolutions. We are, indeed, in an age of new revolution in science and technology. Madgoff examines the rise of the modern industrial revolution. He cites what Veblen called "the technology of physics and chemistry" to describe
research and development of this "technological revolution" and its commercialisation from the 19th to 20th century. The era was characterised by transformation resulting from the theoretical and experimental discoveries in science, resulting in the role and power of the Transnational Corporations as the "bearer" of modern technology and of course the implication for the developing areas. Kennedy (1993) in Preparing for the 21st Century looks at the 21st century in terms of a new industrial revolution informed by science and technology and the importance of the "engineering culture" as a foundation necessary for this new revolution. Additionally, he notes that once again we are looking at a technology-driven revolution that could keep poorer countries at the bottom of the heap, or weaken them further, and that the power of science and technology to transform and develop as well as its absence fosters underdevelopment and dependency.
Educational texts on science reform in education call for the teaching of science to all students.One text argues that traditionally science is advanced as something for "special" people, that only "certain" students, with special endowment, can learn that subject. This view calls for a "socio-scientific approach in reforming the curriculum to accommodate science education", especially for those who are underprivileged. Science, according to this approach, has a potentially large impact on society. It fosters the kind of education for sustainable development - providing students with the knowledge and skills to play an effective role in society. It calls for the teaching of science education within a broader context, focusing on the intellectual qualities of science education as opposed to a strict instrumental approach. This view calls for the ideal mix of both the instrumental and intellectual qualities. It highlights the failure of some school systems to exploit the potential appeal of science to young people, and that science education fosters good human conduct due to its inclusion of ethical matters.
The matter of scientific literacy is very important. Glasgow (1985) advances the cause for scientific literacy in Jamaica. She argues that the problem confronting developing nations, including Jamaica, is that of "creating a citizenry literate in science"; and also the importance of a nation having what is termed as "anticipatory intelligence". This "intelligence", she argues, is not dependent on genetic endowment of the individual members of the society. Glasgow calls for high levels of public awareness in scientific literacy because this "intelligence" becomes increasingly important as the world system continues to be transformed by science and technology.
There is an emancipatory quality of science education that inspires the generating of possibilities for action and change innovativeness and the potential for new entrepreneurial possibilities. Major sources in literature call for using science to empower the marginalised and empowering youth for "creative resistance". The importance of teaching science-as-practice-exploration of science, exhibitions and collaboration with communities, has the potential to be a unifying force; it is important also that teaching and learning should embrace the cultural and historical backgrounds of the learners with the aim to empower them to initiate transformations which promote the reduction in social inequality and social injustice. This new revolution in science, like the previous ones, has the potential to keep poorer countries at the bottom of the heap, or weaken them further; and that science has the power to transform, to develop; its absence will further deepen underdevelopment and dependency. Science reform in education in Jamaica is an idea whose time has come.
thearchives01@yahoo.com
have wealth losing it and no one really believes me. Ja is heading for serious trouble, the petty politics has to stop. To me the printing of new monet is petty and only serves as a distraction. There serious issues of national SECURITY that needs to be addressed. Read on:
Science reform in education and national development
Louis EA Moyston
Saturday, May 16, 2009
The Jamaica Public Service National Science Exhibition 2009, held at the Jamaica Pegasus Hotel on April 22, was a major success. All the participants, to my mind, were winners. The spokespersons for each group, from the preparatory, primary, secondary to tertiary levels were most articulate and impressive in their presentations.
An event of this type requires a larger venue as well as constant "airing" of that event on public and cable television. The impressive set of exhibits ranged from food production and sustainable agriculture practices, to the development of alternative and sustainable energy. If there was a gender imbalance, then it was in favour of the female. It is important for us to realise that science reform in education is critical for Jamaica's survival in the 21st century. Any effort to "transform" education in Jamaica without the central role of science in the response to change in the curriculum will be a monumental waste of time. Throughout the history of modern civilisation, education and science played the central role in change and development; its absence is associated with dependency and underdevelopment. It was the great English philosopher, Francis Bacon (1561-1626) who said, "Knowledge is power," and when this knowledge is embodied in the form of innovations in science and technology, it is indeed the force that drives history.
Change in the global sphere and in the national societies is directly linked to the role of education and science as transformative forces for national development. Grieder (1997) One World, Ready or Not, Madgoff (1969) Imperialism, Drucker (1994) Post-Capitalist Society, and Kennedy (1993) in Preparing for the 21st Century, to name a few, discuss the idea of change as an outcome of the processes of new methods in science and technology at a certain juncture in our history - those periods described in terms of industrial and technological revolutions. We are, indeed, in an age of new revolution in science and technology. Madgoff examines the rise of the modern industrial revolution. He cites what Veblen called "the technology of physics and chemistry" to describe
research and development of this "technological revolution" and its commercialisation from the 19th to 20th century. The era was characterised by transformation resulting from the theoretical and experimental discoveries in science, resulting in the role and power of the Transnational Corporations as the "bearer" of modern technology and of course the implication for the developing areas. Kennedy (1993) in Preparing for the 21st Century looks at the 21st century in terms of a new industrial revolution informed by science and technology and the importance of the "engineering culture" as a foundation necessary for this new revolution. Additionally, he notes that once again we are looking at a technology-driven revolution that could keep poorer countries at the bottom of the heap, or weaken them further, and that the power of science and technology to transform and develop as well as its absence fosters underdevelopment and dependency.
Educational texts on science reform in education call for the teaching of science to all students.One text argues that traditionally science is advanced as something for "special" people, that only "certain" students, with special endowment, can learn that subject. This view calls for a "socio-scientific approach in reforming the curriculum to accommodate science education", especially for those who are underprivileged. Science, according to this approach, has a potentially large impact on society. It fosters the kind of education for sustainable development - providing students with the knowledge and skills to play an effective role in society. It calls for the teaching of science education within a broader context, focusing on the intellectual qualities of science education as opposed to a strict instrumental approach. This view calls for the ideal mix of both the instrumental and intellectual qualities. It highlights the failure of some school systems to exploit the potential appeal of science to young people, and that science education fosters good human conduct due to its inclusion of ethical matters.
The matter of scientific literacy is very important. Glasgow (1985) advances the cause for scientific literacy in Jamaica. She argues that the problem confronting developing nations, including Jamaica, is that of "creating a citizenry literate in science"; and also the importance of a nation having what is termed as "anticipatory intelligence". This "intelligence", she argues, is not dependent on genetic endowment of the individual members of the society. Glasgow calls for high levels of public awareness in scientific literacy because this "intelligence" becomes increasingly important as the world system continues to be transformed by science and technology.
There is an emancipatory quality of science education that inspires the generating of possibilities for action and change innovativeness and the potential for new entrepreneurial possibilities. Major sources in literature call for using science to empower the marginalised and empowering youth for "creative resistance". The importance of teaching science-as-practice-exploration of science, exhibitions and collaboration with communities, has the potential to be a unifying force; it is important also that teaching and learning should embrace the cultural and historical backgrounds of the learners with the aim to empower them to initiate transformations which promote the reduction in social inequality and social injustice. This new revolution in science, like the previous ones, has the potential to keep poorer countries at the bottom of the heap, or weaken them further; and that science has the power to transform, to develop; its absence will further deepen underdevelopment and dependency. Science reform in education in Jamaica is an idea whose time has come.
thearchives01@yahoo.com
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