Postmodern Education Science

third science as the teaching of science has also come under criticism from the postmodern perspective again the scientific way of thinking the argument here is that science is based on observation from the modern perspective it's based on reason from the modern perspective and so since observation should be universal to the species and reasoning the capacity for doing scientific analysis and so forth should be universal to the species the modernist way of thinking about science is that science then is universalistic the truth to the science comes up with should be believed by all people and so we should have one scientific set of truths or one scientific curriculum one scientific set of content and method that all students should learn and all students should become proficient at what the postmoderns are more likely to argue is that science is just one way of thinking about the world scientific reasoning scientific analysis is one way of course of telling a story about the world but it's one that perhaps is more amenable to a male way of thinking to a white European way of thinking that we should not be exclusionary and and be dismissive of the ideas that there might be a more female way of thinking or a more non-white way of thinking or non European histories or traditions of thinking about the world there are more empathetic that are you already more or more emotional as that are more socially constructed that are more magical and so forth and so we should be sensitive and open to other kinds of stories this kind of battle will come to the fore when we look at test scores for example if various kinds of standardized tests will be given and we might for example notice that males typically score better on science and math and logic quantitative portions of the test and females do or we might notice that white students and Asian students do better on science and math than Hispanic students and black students are doing on the test how do we then interpret these results we can of course and say that well this just shows that we need to be working more with with group with girls to improve their math proficiency or we need to be working more with Hispanic students to increase their science proficiencies but the assumption there of course is that all groups no matter what their background should learn one way of thinking about things and we should be totalizing and universalizing and forcing them to fit the model well we're more likely to find from the postmodern way of thinking is an argument that we should not be expecting all groups of given their histories and their different identities to be performing equally well on science on math on quantitative kinds of disciplines and that it is unjust and oppressive to be forcing them to be trying to do so it might also be the case that we will make the argument that such tests my privileged privileged array of thinking or a male way of thinking or your peon way of thinking are biased and that by demanding that all of the non-whites and all of the non males accept those as their standards than what we're doing is setting them up for failure because they're not going to be able to meet those standards and so we're then just going to be setting them up for accepting a secondary or a marginalized position in society if after all that's not the right way of thinking for them if it requires an alien way of thinking they're never going to be proficient at it then by the time we get through the school system their grades are going to be subpar and that means we're setting them up only for subpar positions in society which means we're excluding them from access to the avenues of power and so forth so science as a way of thinking is something that is a limited way of thinking it's a biased way of thinking and what we should then be doing is marginalizing science and making ways making room rather in the curriculum for other ways of thinking and institutionalizing those to give all groups equal power now this then is not to say that there is another groups way of thinking that is the right way the postmodern project is overall to say there is no such thing as a right answer there is no such thing as a right way there is no such thing as a happily ever after a story that we can tell about society society is a multi-dimensional group conflict on growing power struggle between strong and the weak along a variety of dimensions what we as postmodern educators need to do is recognize the power struggle for what it is and power ourselves to be able to enter into that ongoing rhetorical battle from the postmodern perspective we should take our cue from identifying with the groups that have historically been oppressed identifying with them and bringing them to a position more of equality or of a position of being able to realize their own cultural aspirations in society and to lessen the the death grip or the power hole that certain groups have had traditionally on existing society