The Hindu Business Line : Nurturing the scientific temper

The scholar-statesmen of India, Dr Abdul Kalam and Dr Manmohan Singh, have recently argued for greater investment in science education, particularly research in institutions of higher learning. Their conviction on the need for urgent action augurs well for the country. The question is whether intent will translate into action. A recent survey of 160 intellectuals around the world showed that they considered the growth of science to be the greatest source of optimism today. Their hopes rest on the power of science to build an international, knowledge-based society. The specific cures sought were predictable: arresting the spread of AIDS, cancer, climate change, terrorism and, of course, poverty and inequality. The consensus of so many philosophers, professors, scientists and activists on the issues was heartening; more so their faith in the capacity of the scientific temper and spirit, properly employed, to tackle these worldwide human crises. Science comprises at least three important strands: a body of evidence-based knowledge; an attitude of mind, willingly suspending disbelief until the facts are in, respecting disproof of current theory as the high road to progress; and a set of tools and methods of enquiry, exploration and discovery by experimentation and observation. All three are crucial for the progress of a multi-layered, diverse society such as India.

A popular image of the scientist is someone sitting alone in a laboratory, delving into obscure subjects of dubious practical value, intelligible only to a few. Yet, without the enthusiastic adoption of the scientific temper, the much-talked-of 21st century knowledge society stands no chance. The foundation for this will naturally have to be laid at the school level. Yet, schools treat the embrace of evidence-based knowledge as just some more rote learning, to be regurgitated in the examination. This, in turn, is driven by the competitive mania and worship of a bloated syllabus. There is little hope for this vicious cycle of teachers, administrations, bureaucracy and the government blaming one another until the teaching-learning process is itself put on a sound, scientific basis.

The first requirement for this is more leisure. The idea of living by evidence in all walks of life is always provocative. Nothing need be taken on faith. No authority is infallible; anything need be accepted only by a good way to test it. And no one is above challenge. These tenets go back to Galileo and beyond, so the scientific grounds for letting schools be run on them is very strong. For this to happen, the glorification of the job-oriented, tool-oriented, mechanic's mindset must be removed from the minds of those who make policy in education. Though technology runs the modern world, it is anaemic without a foundation in science at the elementary school, so that one can fight at the source, the formation of prejudice, superstition and dogma.

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