Scientific Illiteracy: Causes, Costs and Cures

[Excerpt] This article examines the causes of the learning deficits in science, math and technology, evaluates their social costs and then recommends policy measures for remedying the problems identified. Following the American Association for the Advancement of Science\u27s Science for All Americans report, I define the domain of science very broadly to include mathematics and technology along with the natural sciences. To avoid confusing readers accustomed to the narrower definition of science, broadly defined science is referred to as science, mathematics and technology

Ancient Illiteracy?

Ancient writing is conventionally approached as a counterpart of speech, as in the dyad orality/literacy. Alphabetical writing systems are often regarded as superior precisely because they are better able to record speech. This paper takes inspiration from the work on ancient Near Eastern writing systems and considers ancient literacy as a general competence in handling sign systems that are often as much about numbers and quantities as about phonetic transcription. Means of recording proper names assume a special importance in transactions between strangers, and in documents that circulate without much context. But judged in terms of a capacity to handle numbers, signs, diagrams, and other symbols the debate over ancient literacy, and illiteracy, looks rather different. The paper argues that relative to their need to handle sign systems of this kind, very few members of the ancient world can be considered as functionally illiterate. Moving away from orality/literacy also raises questions about the widespread (but incomplete) spread of alphabets and abjads in the last and first millennia

Financial Illiteracy

No matter the socioeconomic class, people deserve sufficient resources to have opportunities for a better life. The increase of financial procarities creates a greater strain on health, building upon the problems people in poverty already face. The cycle that further cripples generations of low socioeconomic individuals and families must be fixed. In order to end this suffering, implementation of health and educational resources must become the cornerstone

Financial illiteracy in Spain: a structural problem

Financial education in Spain has been traditionally a forgotten subject. Nevertheless, recent economic problems, as the economic crisis, have put into focus the lack of financial literacy that Spanish population presents. In this context, the current research intends to analyse this issue and, using the rich financial education data provided by PISA 2015 for secondary education students, study whether or not the financial education that students are receiving in Spain would be useful for their development of this competence. Our results show that financial education in Spain is in its seminal stage and that this education is not homogenously accessible by all the Spanish population. In this sense, due to its optative nature, students with low socioeconomic status and low academic achievement would auto-select into taking this education. In addition, in Spain, some modalities of financial education implementation have a negative effect, while others are not significant.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. MINECO (ECO2017-88883-P

Narrative, postmodernity and the problem of "religious illiteracy"

It is popular nowadays to claim not only that narrative is the most effective way to communicate religious knowledge but also that narrative provides the framework within which religious lifestyles and practices are meaningful. However, many today lack familiarity with the narratives of traditional religions. In other words, they suffer from ‘religious illiteracy’. This article considers the problem of how religion can become meaningful to such people. The view that religion can be divested of its outdated cultural accoutrements and presented in a form that resonates with postmodern secular culture is considered and found to be problematic. If acquiring a religion is like acquiring a culture, or a language, it seems unlikely that a deeper appreciation of a religious tradition will be facilitated by divesting it of its traditional cultural expressions. Moreover, the view that religious lifestyles should be emphasised rather than religious belief seems to be more a symptom of the problem of ‘religious illiteracy’ than a solution to it. The article concludes that both of these responses fail to provide a solution to the problem and that an alternative strategy is urgently required

UPTAKE ICT: A NETWORK OF STAKEHOLDERS AGAINST DIGITAL ILLITERACY

#Uptake_ICT2life-cycle: digital literacy and inclusion to learners with disadvantaged background# is an Erasmus + project that aims at enhancing digital literacy among adults with disadvantaged backgrounds. The partners have produced didactic materials and pedagogical guidelines to meet this aim. Based on these materials, and their didactical exploitation, a network of stakeholders was formed and trained in order to subsequently be able to teach citizens that both have disadvantaged backgrounds and are digitally illiterate or quasi-illiterate. This paper relates how this experience was undertaken in Portugal in what concerns the creation of the Stakeholders' network and presents its results. The reality that has boosted the creation of this project was the shocking situation portrayed in 2013 Eurostat statistics, according to which one in every three Portuguese had never used the Internet. Uptake ICT was then conceived and designed in order to engage synergies to counter this problem, aiming at a variety of focus groups (but paying special attention to learners of various ages that have never used Internet, like adults with disadvantaged backgrounds), in line with the transversal priorities for education, training and youth of the European Commission and seeking to assist in the meeting of the aims of Europe 2020. To add up, it also intended to enhance and to develop ideas that answer to the Societal Challenges’ needs, by sharing and creating scientific, social, technological and policies impact. The main aspects that the project focused on were digital literacy inclusion, re-qualification and employability of disadvantaged citizens, in order to help them to face the present process of civilizational change (social, political, economic, and cultural). The addressed priorities were to contribute towards a reduction of the number of low-skilled adults (re-skilling and up-skilling of adults thanks to lifelong-learning and training), and to strengthen the links between education and employment in the area of ICT | New technologies | digital literacy and digital competences | basic skills. After having identified both the most preeminent needs and ways of integrating ICT in daily life, and a set of good practices already tested in the areas of digital literacy, inclusion and employability, the project team has built a number of educational contents addressing the issues that were considered most relevant in three main levels of knowledge (Basic, Intermediate, and advanced) , and in the four languages of the project (Portuguese, Italian, English and German). The decision to work on the three levels was due to the fact that in the various partner countries there were groups of target audiences that were positioned differently with respect to their level of digital expertise. The teachinglearning materials that were conceived were afterwards reworked in order to fit in a variety of contexts and formats (e-modules, ebook, MOOC). This option for multi-format was taken having in mind different learning profiles, and the need to provide flexible and attractive materials in order to avoid any kind of rejection. Finally, a number of didactical guidelines were produced in order to provide an interface of suggestions to the stakeholders that would use these materials in their classes or workshop sessions.info:eu-repo/semantics/publishedVersio

Teacher workshops chip away at economic illiteracy

Workshops put on for teachers by the Atlanta and St. Louis Feds are having the desired results, a recent assessment shows. Teachers are learning about the economy and personal finance, and they are passing this information on to a student body that desperately needs it.Education - Economic aspects ; Economics - Study and teaching

The costs of illiteracy in South Africa

In South Africa there has been a surge in publicly funded adult literacy education in recent years. There is a recognition that for the effective monitoring of adult literacy, direct measures of literacy are required. Grade attainment, self-reported ability to read and behavioural variables relating to, for instance, reading habits produce vastly different measures of adult literacy in South Africa. It is noteworthy that self-reported values change over time as people’s perceptions of what consitutes literacy shifts. A 75% literacy rate is arguably a plausible figure, though the absence of a direct measure is problematic. An education production function suggests that literacy-related parent behaviour, independently of parent years of education, influences performance of learners in school. In a multivariate employment model, self-reported literacy is a statistically significant predictor of being employed. In a cross-country growth model, poor quality schooling emerges as the variable requiring the most urgent policy attention to sustain and improve South Africa’s economic development. Both microeconomic and macroeconomic estimates suggest that with a more typical level of school performance South Africa’s GDP would be 23% to 30% higher than it currently is.Literacy, Illiteracy, South Africa, Education production function, Economic growth