Live7n.com

There is too, considerable danger in pressing for so much practical work in schools. No- one doubts the inestimable value of the laboratory where the child can find out things for himself, or the countryside where he can make his own observations and collect his own specimens; but there is the danger of pressing such practical work to far in favour of the minority who are indeed potential scientists. The tendency here is to ignore science and cultural discipline and treat is almost solely as technology. Practical work cannot, of course, be abandoned altogether since it is essential in order to drive home basic facts and indeed to satisfy the various instincts of the pupil. Furthermore, to inculcate in the school child thee spirit of discovery is all very desirable; but the teacher must maintain a sense of values, realizing that by far the majority of his charges are unlikely to take up science as a profession in later life and that, in any event, many of them thave no learning that way. But science as a social study is a different matter. It is difficult, for example, to see what cultural benefit any boy or girl can derive in later life from an empirical knowledge of the analytical tables or the formula of the water. On the other hand, knowledge of the everyday applications of chemical analysis can have certain cultural repercussions.

 

The fuller education of the pupils must always be borne in mind. We are not training future scientific specialists and most therefore always keep before us in our teaching the philosophy of science placed in a historical background and above all the impact of science and society.

 

Our important factor, however, especially in science teaching, must be taken into consideration, and that is the time factor. Teaching hours are comparatively short. If the ideal educational syllabus is to be achieved, however, one must decide what shall be taught and how much of what, and in coming to this decision the dead wood must be cut out and new shoots encouraged. In other words, a more balanced curriculum is desirable, and this must be periodically revised. Therefore, in spite of the time factor, if it can be agreed that a certain thing should be taught in schools, no matter what it is, than time should be found for it.                        

Source>F.J. May 1950 Social studies and citizenship