- WORLD VIEW
It’s time to trust students to handle doubt and diversity in science, says Jerry Ravetz.
By
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Jerry Ravetz
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Jerry Ravetz is an associate fellow at the Institute for Science, Innovation and Society, University of Oxford, UK.
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As a child, I realized that my parents spoke in Yiddish when they didn’t want me to know what they were talking about, so I became aware that some knowledge was intended only for grown-ups — don’t ask. In college, I was taught an elegant theory of chemical combination based on excess electrons going into holes in the orbital shell of a neighbouring atom. But what about diatomic compounds like oxygen gas? Don’t ask; students aren’t ready to know. In physics, I learnt that Newton’s second law of motion is not an empirical, approximate relation such as Boyle’s and Hooke’s laws, and instead has a universal application; but what about the science of statics, in which forces are balanced and there is no acceleration? Don’t ask. Mere students are not worthy of an answer. Yet when I was moonlighting in the social sciences and humanities, I found my questions and opinions were respected, even if only as part of my learning experience.
Nature 575, 417 (2019)
doi: https://doi.org/10.1038/d41586-019-03527-y
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