I can say, if I like, that social insects behave like the working parts of an immense central nervous system: the termite colony is an enormous brain on millions of legs; the individual termite is a mobile neurone.
Lewis ThomasRead
I suggest that the introductory courses in science, at all levels from grade school through college, be radically revised. Leave the fundamentals, the so-called basics, aside for a while, and concentrate the attention of all students on the things that are not known.
Interpretation
The quote emphasizes the need to focus on the unknown in science education rather than just the fundamentals.
Lewis Thomas advocates for a significant change in science education, urging educators to move beyond teaching only the foundational concepts. He believes that students should be encouraged to explore and engage with the unknown aspects of science, fostering curiosity and discovery rather than just rote learning of established knowledge.
In practice
This quote would be a great opener for a seminar on innovative teaching methods in science.
I can say, if I like, that social insects behave like the working parts of an immense central nervous system: the termite colony is an enormous brain on millions of legs; the individual termite is a mobile neurone.
I maintain, despite the moment's evidence against the claim, that we are born and grow up with a fondness for each other, and we have genes for that. We can be talked out of it, for the genetic message is like a distant music, and some of us are hard-of-hearing. Societies are noisy affairs, drowning out the sound of ourselves and our connection.
Science is founded on uncertainty. Each time we learn something new and surprising, the astonishment comes with the realization that we were wrong before.
It is the very strangeness of nature that makes science engrossing. That ought to be at the center of science teaching. There are more than seven-times-seven types of ambiguity in science, awaiting analysis. The poetry of Wallace Stevens is crystal-clear alongside the genetic code.
In the fields I know best, among the life sciences, it is required that the most expert and sophisticated minds be capable of changing course - often with a great lurch - every few years.
The earliest sensation at the onset of illness, often preceding the recognition of identifiable symptoms, is apprehension. Something has gone wrong, and a glimpse of mortality shifts somewhere deep in the mind. It is the most ancient of our fears.
No one can teach writing, but classes may stimulate the urge to write. If you are born a writer, you will inevitably and helplessly write. A born writer has self-knowledge. Read, read, read. And if you are a fiction writer, don't confine yourself to reading fiction. Every writer is first a wide reader.
Never stand still. Only stand still enough to learn, and once you stop learning in that stance, move off. Always keep yourself engaged, in theater, in whatever job you can get. If you can't get an acting job, then go backstage. Or take tickets. But be around actors because that is where you will primarily learn.
It is a press, certainly, but a press from which shall flow in inexhaustible streamsThrough it, God will spread His Word. A spring of truth shall flow from it: like a new star it shall scatter the darkness of ignorance, and cause a light heretofore unknown to shine amongst men.
Education is for improving the lives of others and for leaving your community and world better than you found it.
A library is an ever-growing entity; it multiples seemingly unaided, it reproduces itself by purchase, theft, borrowings, gifts, by suggesting gaps through association, by demanding completion of sorts.
I come to writing the same way I come to teaching, which is that my goal is always to create life-long readers.
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