A Critical Examination of STEM: Issues and Challenges by Chet Bowers

By Chet Bowers

This serious exam of STEM discourses highlights the central to consider academic reforms in the varied cultural contexts of ongoing environmental and technologically pushed adjustments. Chet Bowers illuminates how the dominant myths of Western technological know-how advertise fake gives you of what technology can in attaining. Examples show how some of the technology disciplines and their shared ideology principally fail to deal with the methods metaphorically layered language affects taken-for-granted styles of pondering and the function this performs in colonizing different cultures, therefore retaining the parable that medical inquiry is target and freed from cultural affects. guidance and questions are integrated to interact STEM scholars in changing into explicitly conscious of those concerns and the demanding situations they pose.

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Of course these guides for living in peaceful relationships with others have been transformed by other cultural traditions in ways that serve the interests of the politically and economically powerful. The important question is, given the argument in the West that Darwin’s narrative of natural selection should replace all religions that do not adhere to the scientists’ strict empirical standards, should religions that do not promote the exploitation of the environment and other people be taken seriously.

This 50 or so years prediction holds for when potable water will be too limited to meet worldwide demand, when the acidification of the world’s oceans devastate needed sources of protein, and when the warming of the Arctic is likely to release trapped methane gas that could raise the world’s temperature by 5 to 6 degrees Celsius—which will spell the end of life as we know it. That the teachers and professors who will be involved in developing the new STEM curriculum were mostly educated in the last decades of the 20th century suggests that the prospects of addressing the silences and misconceptions that were passed forward in educating the previous generation of scientists and technologists are not good.

What follows are the initial understandings that can be gained as the classroom teachers or others provide the vocabulary that enables the taken for granted cultural patterns to become the focus of the students’ awareness of the emergent and relational world in which they live.

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