What is the story we tell ourselves within science education? For at least fifty years, this story has been about America's economic and geopolitical superiority. Long after we beat the Soviets to the moon there are continued calls to improve the science and engineering pipeline. The deceptiveness of such assertions seems undiluted by evidence to the contrary (see recent RAND report). But because of the theme of USA vs. the world, such claims work so well because they align with the the long-standing narrative.
Colleagues who express dissatisfaction with the science education are frustrated by the current story. They (and I) desire a different direction — and I am suggesting this requires a new story to guide us. But we are waiting for it to be written. It has become increasingly evident that until this story can be told and retold that a “movement” is unlikely to get underway. I am not offering to be the author of such a story. Instead, I believe we will remain mired in the same conditions until a new story captures our collective ambitions.
Essayist Charles Johnson typifies the power of narrative He suggests that narratives can lose their power and impeded growth, change and improvement. His recent essay "The End of the Black American Narrative" offers insights about the storylines people work and live by. What rings so true is not only his stance about Black America but also the utility or burden of narratives:
Colleagues who express dissatisfaction with the science education are frustrated by the current story. They (and I) desire a different direction — and I am suggesting this requires a new story to guide us. But we are waiting for it to be written. It has become increasingly evident that until this story can be told and retold that a “movement” is unlikely to get underway. I am not offering to be the author of such a story. Instead, I believe we will remain mired in the same conditions until a new story captures our collective ambitions.
Essayist Charles Johnson typifies the power of narrative He suggests that narratives can lose their power and impeded growth, change and improvement. His recent essay "The End of the Black American Narrative" offers insights about the storylines people work and live by. What rings so true is not only his stance about Black America but also the utility or burden of narratives:
A good story has a meaning (and sometimes layers of meaning); it also has an epistemological mission: namely, to show us something. It is an effort to make the best sense we can of the human experience, and I believe that we base our lives, actions, and judgments as often on the stories we tell ourselves about ourselves (even when they are less than empirically sound or verifiable) as we do on the severe rigor of reason.Johnson, and others like Glaude, have proffered new narratives to guide members of their community. I wonder what would be contained within a new story of science education that has layers of meaning as well as an epistemological mission. How could we build a place where such a story might emerge, crystallize, and grow?
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