In Defense of Realism: It Really \u3cem\u3eIs\u3c/em\u3e Commonsense

“What is truth?” Pilot asked Jesus of Nazareth. For many in academe today this question seems quaintly passé. Rejection of “truth” goes hand-in-hand with the rejection of epistemological realism. Educational thought over the last decade has instead been dominated by anti-realist, instrumentalist ideas of two types: first by psychological constructivism and later by social constructivism. Social constructivism subsequently has been pressed to its logical conclusion in the form of relativistic multiculturalism. Proponents of both psychological constructivism and social constructivism value knowledge for its utility and eschew as irrelevant speculation any notion that knowledge is actually about reality. The arguments are largely grounded in the discourse of science and science education where science is “western” science; neither universal nor about what is really real. The authors defended the notion of science as universal in a previous article. The present purpose is to offer a commonsense argument in defense of critical realism and the epistemically and ontologically distinguished position of science (rather than privileged) within a framework of epistemological pluralism. The paper begins with a brief cultural survey of events during the thirty-year period from 1960-1990 that brought many educators to break with realism and concludes with comments on the pedagogical importance of realism. Understanding the cultural milieu of the past forty years is critical to understanding why traditional philosophical attacks on social constructivist ideas have proved impotent defenders of scientific realism

Culturally Important Issues and Science: A Gender and Science-Interest Investigation

Elementary science methods students nearing completion of their preservice teacher preparation are an important source for gauging views about science and its relation to culture. This research investigates gender and science interest as correlates of the valuation of science vis-à-vis nine culturally important categories as measured by the Thinking About Science Survey. Over one thousand male and female students at a large midwestern university took part in this study. One gender effect and an interest effect were found. Significantly more males expressed a high degree of interest in science, and males were more supportive of the assertion that race and gender are irrelevant in science. Interest in science, however, showed the more pronounced effect. Interest in science for both male and females was directly related to how science was valued with respect to six of the nine culturally important categories. Results suggest science interest might be improved by more contextual teaching approaches that seek to develop the valuation of science within a cultural context

Thinking about Science and Christian Orthodox Beliefs: A Survey Study of Preservice Elementary Teachers

Since its origination with Andrew Dickson White, the Warfare Metaphor has been used to characterize the relationship between science and religion, specifically orthodox Christianity. Though thoroughly discredited by historians of science, the ideological descendants of Thomas Huxley, who spoke of science in quasi-religious terms, have kept the Warfare Metaphor alive. On the other hand, there are substantial numbers of Christians who at least appear to oppose science given their high-profile opposition to the general theory of evolution. The purpose of the research reported in this paper was to examine this specific question: does anti-science sentiment increase with increasing orthodox Christian belief? Two validated, published instruments were used: the Thinking about Science Survey Instrument and the Christian Fundamentalist Belief Scale. The subjects for the study were 545 preservice elementary teachers. The analysis did not show that anti-science sentiment increases with increasing Christian belief. Subjects with strong Christian beliefs were found to be just as supportive of science, if not more so, that subjects with no Christian beliefs. The study concludes with a caution against projecting attitudes toward science based on attitudes toward evolution

Culturally Important Issues and Science: A Gender and Science-Interest Investigation

Elementary science methods students nearing completion of their preservice teacher preparation are an important source for gauging views about science and its relation to culture. This research investigates gender and science interest as correlates of the valuation of science vis-à-vis nine culturally important categories as measured by the Thinking About Science Survey. Over one thousand male and female students at a large midwestern university took part in this study

An Investigation of Preservice Elementary Teachers\u27 Thinking \u3cem\u3eAbout\u3c/em\u3e Science

It is not common to find media reports on the failures of science education; nor uncommon to hear prestigious scientists publicly lament the rise of anti-science attitudes. Given the position elementary teachers have in influencing children, anti-science sentiment amongst them would be a significant concern. Hence, this article reports an investigation where preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broad relationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not anti-science

The type of adjuvant in whole inactivated influenza a virus vaccines impacts vaccine-associated enhanced respiratory disease

Influenza A virus (IAV) causes a disease burden in the swine industry in the US and is a challenge to prevent due to substantial genetic and antigenic diversity of IAV that circulate in pig populations. Whole inactivated virus (WIV) vaccines formulated with oil-in-water (OW) adjuvant are commonly used in swine. However, WIV-OW are associated with vaccine-associated enhanced respiratory disease (VAERD) when the hemagglutinin and neuraminidase of the vaccine strain are mismatched with the challenge virus. Here, we assessed if different types of adjuvant in WIV vaccine formulations impacted VAERD outcome. WIV vaccines with a swine δ1-H1N2 were formulated with different commercial adjuvants: OW1, OW2, nano-emulsion squalene-based (NE) and gel polymer (GP). Pigs were vaccinated twice by the intramuscular route, 3 weeks apart, then challenged with an H1N1pdm09 three weeks post-boost and necropsied at 5 days post infection. All WIV vaccines elicited antibodies detected using the hemagglutination inhibition (HI) assay against the homologous vaccine virus, but not against the heterologous challenge virus; in contrast, all vaccinated groups had cross-reactive IgG antibody and IFN-γ responses against H1N1pdm09, with a higher magnitude observed in OW groups. Both OW groups demonstrated robust homologous HI titers and cross-reactivity against heterologous H1 viruses in the same genetic lineage. However, both OW groups had severe immunopathology consistent with VAERD after challenge when compared to NE, GP, and non-vaccinated challenge controls. None of the WIV formulations protected pigs from heterologous virus replication in the lungs or nasal cavity. Thus, although the type of adjuvant in the WIV formulation played a significant role in the magnitude of immune response to homologous and antigenically similar H1, none tested here increased the breadth of protection against the antigenically-distinct challenge virus, and some impacted immunopathology after challenge

An Investigation of the Influence of Body Size and Indentation Asymmetry of the Effectiveness of Body Indentation in Combination with a Cambered Wing

An investigation has been made of a 450 sweptback cambered wing in combination with an unindented body and a body symmetrically indented with respect to its axes designed for a Mach number of 1.2. The ratio of body frontal area to wing planform area was 0.08 for these wing-body combinations. In order to determine the influence of body size on the effectiveness of indentation, the test data have been compared with previously obtained data for similar configurations having a ratio of body frontal area to wing planform area of 0.04. Also, in order to investigate the relative effectiveness of indentation asymmetry, a specially indented body designed to account for the wing camber and also designed for a Mach number of 1.2 has been included in these tests. The investigation was conducted in the Langley 8-Foot Tunnels Branch at Mach numbers from 0.80 to 1.43 and a Reynolds number of approximately 1.85 x 10(exp 6), based on a mean aerodynamic chord length of 5.955 inches. The data indicate that the configurations with larger ratio of body frontal area to wing planform area had smaller reductions in zero-lift wave drag associated with body indentation than the configurations with smaller ratio of body frontal area to wing planform area. The 0.08-area-ratio configurations also had correspondingly smaller increases in the values of maximum lift-drag ratio than the 0.04-area-ratio configurations. The consideration of wing camber in the body indentation design resulted in a 35.5-percent reduction in zero-lift wave drag, compared with a 21.5-percent reduction associated with the symmetrical indentation, but had a negligible effect on the values of maximum lift-drag ratio