Chapter 1: The Importance of Humanities in Science Education

This reflection stems from an essay I penned during my Master of Education course entitled "The Philosophical, Social, and Cultural Aspects of Science Education." It delves into the essential role of humanities knowledge in enhancing science education.

Science serves as a crucial means for humanity to grasp the natural world and its governing principles. However, it falls short in addressing moral and philosophical dilemmas. For example, while biology textbooks meticulously outline the structure and function of living organisms, they often neglect to explore the deeper meanings and purposes of life. Although advancements in science have made procedures like abortion more accessible, the ethical implications surrounding it remain hotly debated. Many dimensions of human existence cannot be adequately addressed through science education alone; social and cultural contexts are vital for its conceptualization and application.

The approach of teaching socioscientific issues (SSI), which encourages students to engage in moral reasoning, democratic discussions, and evidence-based debates, is a valuable model for fostering "functional scientific literacy." Yet, the question arises: is this enough to cultivate socially responsible, culturally aware, and spiritually enlightened individuals? This brief reflection seeks to answer that by examining the benefits and potential limitations of contextualized SSI education.

Nevertheless, when discussing the impact of scientific advancements on quality of life, my seventh-grade science students overwhelmingly marked "True" on a true/false question in their workbook. This intrigued me but also raised concerns. It seems science is often portrayed as an infallible endeavor promising a brighter future. I recalled remarks from Mr. West-Pratt during our class discussions, particularly about the misuse of scientific technologies in Nazi concentration camps for horrific experiments. Additionally, a recent incident involving a medical student who poisoned his roommate highlighted the darker side of scientific pursuits (Zhou, 2015). Ultimately, science is a process governed by cause and effect, explaining how and why events occur. However, the ethical considerations of what should or shouldn't happen often extend beyond the scope of science itself, yet they hold significant relevance for individuals and society. When these moral questions are overlooked or manipulated, the application of scientific knowledge can lead to devastating consequences. Thus, it is equally important to teach students the responsible and ethical application of scientific knowledge alongside scientific methodologies and discoveries.

The SSI framework aims to tackle the moral and ethical dimensions of scientific pursuits. By adopting a broader perspective and a more personally relevant methodology, SSI education strives to cultivate students' awareness of the social and cultural ramifications of science and to appreciate its inherent complexities. In class, we evaluated the benefits of SSI and discussed practical examples. However, is SSI alone sufficient to prevent the emergence of "learned monsters"? I believe the answer lies in how we integrate SSI within the broader educational context. Sensitivity to societal, cultural, moral, and spiritual dimensions does not arise merely from providing a platform for discussion; it must be nurtured over time through deep reflection and cumulative learning. In essence, we cannot expect the inclusion of SSI to automatically awaken philosophical and sociocultural awareness in students without their undergoing a gradual process of critical thinking and ethical reasoning, a collaborative effort that should involve various subjects, particularly those in the humanities like history, liberal studies, and life education.

Yes, I assert that students of science should engage deeply with humanities subjects to enrich their scientific education. It is increasingly recognized that individuals in the scientific community must explore domains they may view as less scientific, such as economics and social sciences, to invigorate their efforts. As Nowotny (2005) succinctly stated:

“Without the societal embrace of scientific and technological developments, be it a reluctant, skeptical or even hostile embrace, no collective or individual meaning can be assigned to the production of new knowledge. Without new scientific and technological knowledge becoming embedded in persons and their relations, in things and in the self as well as in institutions, the necessary social skills to put this knowledge to use and modify it in concrete and heterogeneous situations, will not arise. Last, but not least, without the concomitant entanglement with expanding markets, personalized or globalized, an enhanced information flow would not lead to new lifestyles, nor would the problems of global access and governance arise.”

In conclusion, I advocate for the integration of humanities into science education, potentially giving the former precedence. While SSI represents a significant step toward a more comprehensive approach to teaching science, it functions like a well-orchestrated theater where the quality of the performance largely hinges on the sociocultural, moral, and spiritual insights of the participants. These insights must be cultivated through open inquiries into knowledge and experiences from outside the realm of science. When students infuse their diverse and informed perspectives into SSI discussions, they will engage more meaningfully with the human aspects of science rather than merely participating in superficial socioscientific dialogues designed to enhance the curriculum's appeal. Although it may challenge the egos of science educators when students introduce concepts from social sciences and humanities into SSI discussions, if it fosters a more humanistic approach among future scientists, I believe it is worthwhile.

The first video titled "Decline of the Humanities – 10 Problems in Higher Education" discusses the ongoing issues faced by humanities in the educational landscape, highlighting the need for a balanced approach in academia.

The second video titled "Why the Supposed Conflict Between Science and Religion is Tragic Nonsense" explores the misconceptions surrounding the relationship between science and religion, advocating for a more harmonious understanding.