Seed Magazine’s second annual science writing contest is over now, and the essays of the first and second prize winners are available online. Here is something worth noting in the piece by Thomas W. Martin:
The goal of science is to find those ideas that can withstand the long and hard barrage of evidence-based argument. That lesson must be experienced anew by the members of each generation, irrespective of their careers. Mastery of scientific concepts and theories is a necessary starting point, but it serves only as a prerequisite to joining the never-ending dialogue. Students must learn first-hand how to both imaginatively create new hypotheses and to dispassionately critique them. Many commentators have rightly implored us to make certain that young people encounter the “thrill” of discovery. While this is undeniably desirable, it is arguably even more crucial that they experience the agony (if only on a modest scale) of having a pet hypothesis demolished by facts.
Several current presidential candidates have insisted that they oppose the scientific account of earth’s natural history as a matter of principle. In the present cultural climate, altering one’s beliefs in response to anything (facts included) is considered a sign of weakness. Students must be convinced that changing one’s mind in light of the evidence is not weakness: Changing one’s mind is the essence of intellectual growth.