I am reading the book "The Dominance Factor" by Carla Hannaford.
As I read, I had flashbacks of my learning experiences growing up.
What Carla said was that people normally revert to their basal dominant way of learning when taking in new things or when under stressed. Taking me for example, I am a gestalt (right brainer) and left-eyed, while my hand, ear and feet are right-side dominant. What this means is that under stress or when learning something new, my left brain (logic side) will tend to shut down, so will my dominant right hand, right ear and right feet, leaving me clumsy, verbally challenged and unable to pay attention. But, my left eye being connected to the right brain and my right brain, continues functioning just fine!
I was very comforted by this news, because I do find doing Math and English extremely tough growing up, especially when I'm stressed. I cannot take it when people get agitated trying to teach me something new, so I fear and anticipate that moment. Sometimes, I'd rather not ask how to do something, in fear of that moment when I'm left cold sweating, unable to express myself, unable to comprehend even more due to fear.
Whereas, I think I'm pretty fine un-stressed. In fact I do have some moments of stellar in my educational career. Rare occasions when my poem/essay/chinese essay get selected to be paste on the board. That time we won the Rangoli competition and I led the team. Running competitions, I was never the best, but pretty much above average. Getting published in Straits Times were mainly expressing in words moments of disbelief, wonder or anguish.
In fact, blogging to me, is my forte, because it's my joy to deal with this emotional side of me and translate it to words. When people tell me I'm being too open or things to that effect, I can't imagine being less real or honest, unless something is at stake, because possibly one reason why I blog is that it's an outlet of emotional expression.
So what Carla strongly advocates is that, there is no smart or stupid student, but students whose learning and dominant style fit the current education system and students whose learning and dominant style don't.
I can feel her conviction in this:
We are still leaning too heavily on algorithmic (linear, mathematical, rule-oriented) learning, still expecting students to learn primarily through rote memorization, all the way up through college. Why? Memory and linear skills are easy to test and quantify. That's why! These kinds of tests give objective comparisons. But what do they measure? Facts and linear skills are useful acquisitions, but are they the most important part of a person's education? Shouldn't we be more concerned about thinking, creativity, application of knowledge to real life situations. The emphasis on low-level skills and memory testing fosters an emphasis on low-level thought processing - teaching to tests. Consequently, practice in high level thinking can be and often is shortchanged. As Herman Epstein has observed, "More than half the population in the United States never reach the Piaget stage of formal reasoning. We have knowers but few thinkers!"
The stress of constant testing diminishes the ability to see problem solving in a larger context. It turns education into a numbers game where competition, rather than cooperation, is encouraged and information is not moved to applicability or creative thought. If we can advance to an education that balances memory and thinking, and honors each person's learning style, agile learners with valuable thinking tools can emerge. Or to put it more cerebrally, as Bob Samples does: "We discovered that if the right hemisphere functions are celebrated, the development of left hemisphere qualities becomes inevitable."
I badly need to train up my left brain and allow those connections between the left and right to form. And this is ideally done in a stress-free environment. Let's watch and see!
Friday, December 12, 2008
Monday, December 8, 2008
Gosh, he's really good. He did it again, elicited a response from me...
Page 20:
"For practice, look at a head of clover in the lawn. You will see that each head is a cluster of many small flowers, each with its own banner, wings, and keel. As the flowers mature, each one forms a tiny pea-like pod. I'll bet you never noticed that before (yeh!)!"
Page 20:
"For practice, look at a head of clover in the lawn. You will see that each head is a cluster of many small flowers, each with its own banner, wings, and keel. As the flowers mature, each one forms a tiny pea-like pod. I'll bet you never noticed that before (yeh!)!"
Since young, it has been my dream to be able to identify plants.
Being in the Plant Systematics Laboratory, it's common to hear the people rattling off plant names and it's very fascinating to me.
It's something I hope to learn too.
Picked up a book off the shelf of the library - "Botany in a Day - The Patterns Method of Plant Identification" by Thomas J. Elpel.
It's a fascinating read. I love how casual and friendly he sounds. Check this out from page 19:
"So how do you distinguish the poisonous members of the family (Parsley Family)? Don't rush it. You might think that learning plants is just a matter of filling up the disk space in your head with data (uh-huh), but there is more to it than that (oh!). No matter what you study, whether it is plant identification, art or math, you learn by connecting neurons in the brain to build a neural network for processing the information (ah). Getting started is the most dangerous, because all the plants tend to look alike - kind of green mostly (exactly!). Just practice pointing out compound umbels everywhere you go, stating with the dill or fennel in the garden. The more you practice these family patterns, the more you will learn to see just how unique and different each plant is (ah, I see. Sure mate, I'll try that out)."
Can you hear me talking as I read that passage? The words in italics are my conversations! Notice how he manages to write and elicit a response from me! Amazing teacher!
Being in the Plant Systematics Laboratory, it's common to hear the people rattling off plant names and it's very fascinating to me.
It's something I hope to learn too.
Picked up a book off the shelf of the library - "Botany in a Day - The Patterns Method of Plant Identification" by Thomas J. Elpel.
It's a fascinating read. I love how casual and friendly he sounds. Check this out from page 19:
"So how do you distinguish the poisonous members of the family (Parsley Family)? Don't rush it. You might think that learning plants is just a matter of filling up the disk space in your head with data (uh-huh), but there is more to it than that (oh!). No matter what you study, whether it is plant identification, art or math, you learn by connecting neurons in the brain to build a neural network for processing the information (ah). Getting started is the most dangerous, because all the plants tend to look alike - kind of green mostly (exactly!). Just practice pointing out compound umbels everywhere you go, stating with the dill or fennel in the garden. The more you practice these family patterns, the more you will learn to see just how unique and different each plant is (ah, I see. Sure mate, I'll try that out)."
Can you hear me talking as I read that passage? The words in italics are my conversations! Notice how he manages to write and elicit a response from me! Amazing teacher!
The Effort of Thinking
As a University student, let me bravely confront "the effort of thinking". I think Philosophy requires a lot of thinking. Sometimes my mind goes haywire the moment I am confronted with some sort of question. Many times I religiously avoid IQ test, because I do not like the mental gymnastics required to solve problems.
But, research is about thinking.
Don't be afraid of thinking.
I'm back to my thinking through writing blog to encourage myself to think again. And I think I have misplaced my thinking through writing book, which perhaps would be good exercise for me.
I must give thanks for this ability to think and be faithful with it!
Wednesday, September 17, 2008
*The "isness" of things is well worth studying, but it is the "whyness" of things which makes life interesting!* (William Beebe)
I saw this in one of the old thesis at the library of the RMBR. :)
I think it's beautiful to start your thesis with a quote. How true. I may know your name, but why your parents gave it to you is more interesting. I may know this and that but why is it this and that makes it interesting. Don't be afraid to think. Take time to think. :)
Monday, September 15, 2008
Thursday, August 7, 2008
Nobel laureate got D in Chemistry class
I have stopped reading the newspaper for a few weeks now, quite regretfully. I wish I could start again, but I seem to have started enjoying the freedom of not being drawn to a stack of papers. But I am being disconnected from the world.
A newspaper article from The Straits Times May 10 2008 from Science section captivated me and I have kept the article with me till now.
Why?
"Would people have said I'd achieve anything? Probably not. Singapore has to take a few chances on young people who may not fit the cookie-cutter mould.
For those who want to achieve something unique, you need to be in the right place at the right time and your eyes have to be wide open."
This speaks a lot to me, because I'm very far from the cookie-cutter mould.
I guess that's why God speaks so much to me. Because He uses people who are so unusable to the world. :) The moment I think I'm usable, I lose my usefulness. Humility's the key!! :)
Tuesday, August 5, 2008
I really really love dedication pages! Just last week I saw a dedication that goes: For Elsie, "Botanist by Marriage" and my heart just melted. That's love - loving what the person one loves loves. :)
Today, as I flip "Fundamentals of Plant Systematics" by Albert E. Radford, I see some very heartening words again.
"Systematics, as a natural science, is a continuing quest for truth and understanding as well as the never-ending pursuit of reality, organized and simplified.
James Bruce, a British diplomat, once stated that "to most people nothing is more troublesome than the effort of thinking." This text is dedicated to those students willing to make that troublesome effort."
Didn't your heart just melted? It is so true for me. Thinking takes up a lot of effort. I am often lazy to do it. But the rewards one would reap from thinking are plentiful and I hope to think more. :)
Strangely this book though Prof. recommended it, only has one edition till this day (from 1986). Is it because Systematics really is a dying trade?
Tuesday, July 22, 2008
How to write the Introduction by R. A. Day
"The purpose of the Introduction should be to supply sufficient background information to allow the reader to understand and evaluate the results of the present study without needing to refer to previous publications on the topic. The Introduction should also provide the rationale for the present study. Choose references carefully to provide the most salient background rather than an exhaustive review of the topic."
Rules:
1. It should present first, with all possible clarity, the nature and scope of the problem investigated
2. To orient the reader, the pertinent literature should be reviewed
3. The method of investigation should be stated
4. The principal results of the investigation should be stated
"If the problem is not stated in a reasonable, understandable way, readers will have no interest in your solution. Even if the reader labours through your paper, which is unlikely if you haven't presented the problem in a meaningful way, he will be unimpressed by the brillance of your solution."
"The lit review and choice of method should be presented in such a way that the reader will understand what the problem was and how you attempted to resolve it."
Rules:
1. It should present first, with all possible clarity, the nature and scope of the problem investigated
2. To orient the reader, the pertinent literature should be reviewed
3. The method of investigation should be stated
4. The principal results of the investigation should be stated
"If the problem is not stated in a reasonable, understandable way, readers will have no interest in your solution. Even if the reader labours through your paper, which is unlikely if you haven't presented the problem in a meaningful way, he will be unimpressed by the brillance of your solution."
"The lit review and choice of method should be presented in such a way that the reader will understand what the problem was and how you attempted to resolve it."
Monday, July 21, 2008
What to write in a discussion?
Again, taken from R. A. Day's book.
Components of the Discussion:
1. Try to present the principles, relationships, and generalizations showed by the Results. And bear in mind, in a good Discussion, you discuss; do not recapitulate the Results.
2. Point out any exceptions or any lack of correlation, and define unsettled points.
3. Show how your results and interpretations agree (or contrast) with previously published work.
4. Don't be shy; discuss the theoretical implications of your work, as well as any possible practical applications.
5. State your conclusion, as clearly as possible.
6. Summarize your evidence for each conclusion.
Show the relationship between observed facts.
Significance of the work must be stated.
Components of the Discussion:
1. Try to present the principles, relationships, and generalizations showed by the Results. And bear in mind, in a good Discussion, you discuss; do not recapitulate the Results.
2. Point out any exceptions or any lack of correlation, and define unsettled points.
3. Show how your results and interpretations agree (or contrast) with previously published work.
4. Don't be shy; discuss the theoretical implications of your work, as well as any possible practical applications.
5. State your conclusion, as clearly as possible.
6. Summarize your evidence for each conclusion.
Show the relationship between observed facts.
Significance of the work must be stated.
Friday, July 4, 2008
Mad rush to clear algal bloom before Olympics in Beijing
Looks like it'll be quite awhile before the ecologists/biologists get out of job! Haha. :) Ops! So what do we have here? A problem with the food chain/web? Or a problem with pollution? But surely a problem of national pride as the water sports cannot go on with this mesh of protista not get cleared!
I don't know. I find this hilarious! Ops once again.
Tuesday, May 27, 2008
Learning is one thing, teaching another
Today, Alex needed help to guide 40 18-year old students in the Raffles Museum of Biodiversity and Research (RMBR) so he asked me, which I felt I wasn't qualified to do so, but decided to challenge myself.
And I realized, I don't have what I have learnt at the tip of my fingers and they've grown rusty from disused. I realized it was one matter to sit through a series of lectures and examination, and another to apply what I've learnt to a practical setting, such as arousing interest in students and guiding them around a museum, trying to help them appreciate the wonders of biodiversity.
The students were very attentive which I am grateful for, as that meant less worry for me in terms of control of people. Alex later told me they're from the top Chinese school in the South of Malaysia!
Some take home questions...
Can what I learn in theory be applied to the practical? When the situation calls for my knowledge, am I able to retrieve them in sufficient amounts to present them coherently? And do I have enough understanding to explain them precisely? Do I have enough confidence and preparation to promote enthusiastically and interestingly?
As I delve into myself to find words to explain a certain exhibit, I realized, how shallow it is, how I reach and find remnants and leftovers, and not much substantial.
Hmmm... my usage of the Chinese language is another matter, which I should address for my own good.
But being a museum guide might be the training I need.
Especially so, if I still want to work in a museum, whatever type, after graduation.
Oops! I just remembered being a tour guide is one of my dream occupations.
And I realized, I don't have what I have learnt at the tip of my fingers and they've grown rusty from disused. I realized it was one matter to sit through a series of lectures and examination, and another to apply what I've learnt to a practical setting, such as arousing interest in students and guiding them around a museum, trying to help them appreciate the wonders of biodiversity.
The students were very attentive which I am grateful for, as that meant less worry for me in terms of control of people. Alex later told me they're from the top Chinese school in the South of Malaysia!
Some take home questions...
Can what I learn in theory be applied to the practical? When the situation calls for my knowledge, am I able to retrieve them in sufficient amounts to present them coherently? And do I have enough understanding to explain them precisely? Do I have enough confidence and preparation to promote enthusiastically and interestingly?
As I delve into myself to find words to explain a certain exhibit, I realized, how shallow it is, how I reach and find remnants and leftovers, and not much substantial.
Hmmm... my usage of the Chinese language is another matter, which I should address for my own good.
But being a museum guide might be the training I need.
Especially so, if I still want to work in a museum, whatever type, after graduation.
Oops! I just remembered being a tour guide is one of my dream occupations.
Etymology and Pedra Branca
I was so puzzled after I read Janadas Devan's column On Words on Sunday about the etymology of "sovereignty" and the context in which Malaysia used the word that I emailed him to clarify. He took the time to explain in detail and even cite examples, that I was able to think through what confused me myself. This I am very grateful. So here are my thoughts...
From Merriam-Webster: The history of a linguistic form (as a word) shown by tracing its development since its earliest recorded occurrence in the language where it is found, by tracing its transmission from one language to another, by analyzing it into its component parts, by identifying its cognates in other languages, or by tracing it and its cognates to a common ancestral form in an ancestral language
The root of the issue is that both country do not agree on the ownership of the land. Malaysia thinks it belongs to the Johor Sultanate, by virtue of its location. Singapore thinks it is no man's land as in those days rulership meant ruling over people, but there were no inhabitants on PB, until British took hold of the island, building Horsburgh Lighthouse on it.
But to me, I am so involved in this case, not for political reasons, but simply because Horsburgh Lighthouse is a historical architecture and gem. It was built by J. T. Thomson (the man we named Thomson Road after) in 1850, recorded in books, served a very practical and important function. This is a functional, important, historic piece of art, set on an island that is a paradise for bird watchers. There can be no better paradise island! For the hermit of course. I guess it will be pretty lonely as a lighthouse keeper.
I would want this lighthouse to be gazetted as a conservation site!
No, you don’t have sovereignty over Tibet. Sovereignty as we understand it today, did not exist at that time, so you cannot use the argument that we have sovereignty over this piece of land.
China’s reasoning is flawed.
So ICJ’s reasoning is flawed. Johor Sultanate did not have the sovereignty over PB.
The context of those times are fixed, we cannot project today’s context back into those days. Those days should have been understood by those days terms.
China has tributary relationships, vassalships, overlordships with many neighbouring states, but they did not have sovereignty over them, these states did not belong to China.
Johor Sultanate did not have sovereignty over PB as according to the terms of those days, to rule over a land, meant ruling over people there, but no one inhabited PB, hence, it was “no man’s land” as Singapore understood it.
Hence Singapore is etymologically correct
Singapore’s argument – PB doesn’t belong to anyone, no one is sovereign over it, until British took lawful possession of it in 1847
M’sia’s argument – PB part of Johor Sultanate
Hence, ICJ is flawed etymologically to support M’sia’s argument that PB is part of Johor Sultanate since 1512
What is etymology?From Merriam-Webster: The history of a linguistic form (as a word) shown by tracing its development since its earliest recorded occurrence in the language where it is found, by tracing its transmission from one language to another, by analyzing it into its component parts, by identifying its cognates in other languages, or by tracing it and its cognates to a common ancestral form in an ancestral language
The root of the issue is that both country do not agree on the ownership of the land. Malaysia thinks it belongs to the Johor Sultanate, by virtue of its location. Singapore thinks it is no man's land as in those days rulership meant ruling over people, but there were no inhabitants on PB, until British took hold of the island, building Horsburgh Lighthouse on it.
But to me, I am so involved in this case, not for political reasons, but simply because Horsburgh Lighthouse is a historical architecture and gem. It was built by J. T. Thomson (the man we named Thomson Road after) in 1850, recorded in books, served a very practical and important function. This is a functional, important, historic piece of art, set on an island that is a paradise for bird watchers. There can be no better paradise island! For the hermit of course. I guess it will be pretty lonely as a lighthouse keeper.
I would want this lighthouse to be gazetted as a conservation site!
Monday, May 19, 2008
What is a primary publication?
R. A. Day has restated the definition given by the Council of Biology Editors (CBE) into three main points:
A) the first publication of original research results,
B) in a form where peers of the author can repeat the experiments and test the conclusions, and
C) in a journal or other source document readily available within the scientific community.
Some caveats are that there is prepublication peer review and that scientific papers are published in peer-reviewed publications.
Reminds me of the assignment Prof. Sodhi made us to in Behavioural Biology class where we acted both as review scientists and peer reviewers!
A) the first publication of original research results,
B) in a form where peers of the author can repeat the experiments and test the conclusions, and
C) in a journal or other source document readily available within the scientific community.
Some caveats are that there is prepublication peer review and that scientific papers are published in peer-reviewed publications.
Reminds me of the assignment Prof. Sodhi made us to in Behavioural Biology class where we acted both as review scientists and peer reviewers!
Thursday, May 15, 2008
IMRAD
Adapted from R.A. Day 5th edition:
Ask these questions and answer them IMRAD.
What question (problem) was studied? Introduction
How was the problem studied? Methods
What were the findings? Results
What do these findings mean? Discussion
Ask these questions and answer them IMRAD.
What question (problem) was studied? Introduction
How was the problem studied? Methods
What were the findings? Results
What do these findings mean? Discussion
The Need for Clarity in Scientific Writing
State your facts as simply as possible, even boldly. No one wants flowers of eloquence or literary ornaments in a research article. - R. B. McKerrow
The best English is that which gives the sense in the fewest short words. - a dictum printed for some years in the Instructions to Authors of the Journal of Bacteriology
The best English is that which gives the sense in the fewest short words. - a dictum printed for some years in the Instructions to Authors of the Journal of Bacteriology
What all budding Scientists must know...
Being a controlling perfectionist, I have a disdain for older editions of books when newer editions are available. I just did not want anything less than the best. But I never full appreciated why newer editions of certain books keep appearing, whilst for others, they stop at edition one.
I finally saw the significance of updating your editions, especially when it's no longer relevant to the current society. I picked up the 5th edition of R. A. Day's "How to Write and Publish a Scientific Paper". I blogged about the 1st edition in March. It's amazing but the preface is different and the reason why this 5th edition, published in 1998, is so important is because of the internet age, where online journals are now available, something the previous generation of Scientists never had. :)
I am glad I captured the 1st edition preface.
I found in the preface, what is of utmost importance to all people wanting to be scientists or plan to go into the academia line. It is something I never knew as a child and had the ambition of wanting to go into research.
"The goal of scientific research is publication. Scientists, starting as graduate students, are measured primarily not by their dexterity in laboratory manipulations, not by their innate knowledge of either broad or narrow scientific subjects, and certainly not by their wit or charm; they are measured, and become known (or remain unknown) by their publications.
A scientific experiment, no matter how spectacular the results, is not completed until the results are published. In fact, the cornerstone of the philosophy of science is based on the fundamental assumption that original knowledge must be published; only thus can new scientific knowledge be authenticated and then added to the existing database that we call scientific knowledge."
It overwhelms me sometimes and troubled me in the past. I often heard about how NUS chooses its lecturers based on their research and publications. And how we have not so good lecturers because their teaching is secondary to their research. I don't think this is completely true but I believe there is some truth in it, since Science is about getting things published. Then again, it makes having a lecturer who is both passionate about teaching and research, a rare gem.
It will take a while to get this into my mind. Never in my 12 years of education did I know there was something called primary literature. I always though textbooks was it. I didn't know people wrote textbooks based on all these scientific publications. If I were a teacher in a Secondary school or Junior College, I would tell them and explain to them.
Then again, I might be the frog in the well. I believe my other friends who were attached to some schools doing research know about this.
I finally saw the significance of updating your editions, especially when it's no longer relevant to the current society. I picked up the 5th edition of R. A. Day's "How to Write and Publish a Scientific Paper". I blogged about the 1st edition in March. It's amazing but the preface is different and the reason why this 5th edition, published in 1998, is so important is because of the internet age, where online journals are now available, something the previous generation of Scientists never had. :)
I am glad I captured the 1st edition preface.
I found in the preface, what is of utmost importance to all people wanting to be scientists or plan to go into the academia line. It is something I never knew as a child and had the ambition of wanting to go into research.
"The goal of scientific research is publication. Scientists, starting as graduate students, are measured primarily not by their dexterity in laboratory manipulations, not by their innate knowledge of either broad or narrow scientific subjects, and certainly not by their wit or charm; they are measured, and become known (or remain unknown) by their publications.
A scientific experiment, no matter how spectacular the results, is not completed until the results are published. In fact, the cornerstone of the philosophy of science is based on the fundamental assumption that original knowledge must be published; only thus can new scientific knowledge be authenticated and then added to the existing database that we call scientific knowledge."
It overwhelms me sometimes and troubled me in the past. I often heard about how NUS chooses its lecturers based on their research and publications. And how we have not so good lecturers because their teaching is secondary to their research. I don't think this is completely true but I believe there is some truth in it, since Science is about getting things published. Then again, it makes having a lecturer who is both passionate about teaching and research, a rare gem.
It will take a while to get this into my mind. Never in my 12 years of education did I know there was something called primary literature. I always though textbooks was it. I didn't know people wrote textbooks based on all these scientific publications. If I were a teacher in a Secondary school or Junior College, I would tell them and explain to them.
Then again, I might be the frog in the well. I believe my other friends who were attached to some schools doing research know about this.
Tuesday, May 13, 2008
Life Sciences Task Force dialogue session afterthoughts
I just attended the Life Sciences Task Force dialogue session to improve the quality of the Life Sciences course.
It's heartwarming to see students and teaching assistants turn up for this. For the students, many were graduating and whatever comments they give, is only for the benefit of future students. The fact that these people turned up to share their views and feelings, show that these people take ownership and feel that they have a personal stake in this course. Equally pleased I am that there is a committee that looks into this, that is eager for feedback, to understand and be understood, in order to ensure future generations of Life Sciences student would stand to benefit greatly from the course.
I have one regret that I was too "excited" I didn't think through carefully what I had said and might have appeared disrespectful to the panel. But that was definitely not my intention, because I am so thankful that such people exist, people who desire to examine the NUS Life Sciences curriculum to make education for its students more meaningful and relevant.
Though the Biology concentration students come with a mindset to increase the Biology orientation of the course, that was not the intention I came with, though slightly. The stronger reason why I came was because I was very upset with the surface approach of learning that had been inadvertently encouraged in the students. This should not be the case for University students. We should not be encouraged to skim through knowledge without thought, and to memorize as much as we can in order to do well for the examinations! We should be encouraged to think and to learn.
It might be linked, whether one applies the deep approach and whether one has interest in the subject. But never should a teacher teach and assess the student in a manner that encourages him or her to lose interest in the subject and to focus only on the grades.
My feelings have been so reinforced after reading the book. I don't know how many students out there are like me. Who have been so blur as to go through their education and end up not becoming someone better. And so blur as to think this was what education was all about! Sitting through lectures, osmosizing knowledge, attempting to re-osmosize it back to the lecturer during the examinations, and then implode or explode, coming away with nothing except the painful experience of cramming for the examinations.
I am dramatizing it, because I feel so strongly for it.
I stop myself from learning every time I make the decision that I am going to choose to study for the grades instead of for the joy of it. Because to do well, you need to study in a manner that compromises deep learning, you limit yourself to what is tested or worse still, what is coming out for the exam (when the teacher hints). This is for assessments that test merely recall or knowledge.
And I have been doing this for many years. I have made that fateful decision many many times. I sacrificed learning for grades. I have learnt nothing much but techniques to scoring well during Secondary School and Junior College.
Back then, I could not see the value. I was too short-sighted. I could only see how attaining good grades garnered me favour and a good reputation. I could not see how it would have negatively affected me for life, impairing my ability to think.
If I could turn back time...
I do not know whether I have the guts or wisdom to go against the system. To learn for the sake of learning instead for the sake of achieving a good grade.
It's heartwarming to see students and teaching assistants turn up for this. For the students, many were graduating and whatever comments they give, is only for the benefit of future students. The fact that these people turned up to share their views and feelings, show that these people take ownership and feel that they have a personal stake in this course. Equally pleased I am that there is a committee that looks into this, that is eager for feedback, to understand and be understood, in order to ensure future generations of Life Sciences student would stand to benefit greatly from the course.
I have one regret that I was too "excited" I didn't think through carefully what I had said and might have appeared disrespectful to the panel. But that was definitely not my intention, because I am so thankful that such people exist, people who desire to examine the NUS Life Sciences curriculum to make education for its students more meaningful and relevant.
Though the Biology concentration students come with a mindset to increase the Biology orientation of the course, that was not the intention I came with, though slightly. The stronger reason why I came was because I was very upset with the surface approach of learning that had been inadvertently encouraged in the students. This should not be the case for University students. We should not be encouraged to skim through knowledge without thought, and to memorize as much as we can in order to do well for the examinations! We should be encouraged to think and to learn.
It might be linked, whether one applies the deep approach and whether one has interest in the subject. But never should a teacher teach and assess the student in a manner that encourages him or her to lose interest in the subject and to focus only on the grades.
My feelings have been so reinforced after reading the book. I don't know how many students out there are like me. Who have been so blur as to go through their education and end up not becoming someone better. And so blur as to think this was what education was all about! Sitting through lectures, osmosizing knowledge, attempting to re-osmosize it back to the lecturer during the examinations, and then implode or explode, coming away with nothing except the painful experience of cramming for the examinations.
I am dramatizing it, because I feel so strongly for it.
I stop myself from learning every time I make the decision that I am going to choose to study for the grades instead of for the joy of it. Because to do well, you need to study in a manner that compromises deep learning, you limit yourself to what is tested or worse still, what is coming out for the exam (when the teacher hints). This is for assessments that test merely recall or knowledge.
And I have been doing this for many years. I have made that fateful decision many many times. I sacrificed learning for grades. I have learnt nothing much but techniques to scoring well during Secondary School and Junior College.
Back then, I could not see the value. I was too short-sighted. I could only see how attaining good grades garnered me favour and a good reputation. I could not see how it would have negatively affected me for life, impairing my ability to think.
If I could turn back time...
I do not know whether I have the guts or wisdom to go against the system. To learn for the sake of learning instead for the sake of achieving a good grade.
Monday, May 12, 2008
Surface vs Deep learning 2
And how did it end up being so surface?
"...While the approach used determines the level of enjoyment and commitment, interest in the task for its own sake encouraged a student to use a deep approach."
Could this be the link? Why students who choose subject that they like do well? Could it be because they will use the deep approach when they study what they like? Is this why I always perform better for the modules that I enjoy? And is it circular? I will study more and deeper I study, the more I enjoy, the more I enjoy, the deeper I study.
"Real education makes howlers impossible, but this is the least of its advantages. Much more important is the saving of unnecessary strain, the achievement of security and confidence in mind. It is far easier to learn the real subject properly, than to learn the imitation badly. And the real subject is interesting. So long as a subject seems dull, you can be sure you are approaching it from the wrong angle. All discoveries, all great achievements, have been made by men who delighted in their work." (Sawyer 1943:9)
But a caveat is that the approach of learning doesn't correlate with the grades achieved. There is a more direct link between the approach and the quality of learning.
"Many assessment methods do not test understanding..." Students who use the surface approach, can succeed (look it took me all the way to University) and those who use the deep approach might not have the chance to display the full range of their understanding because of the assessment methods used.
Prof. Hugh Tan always talks about how the open book exam test higher order thinking, while closed book tests for recall. And I have always hated recall assessments. I find it a total waste of time. I would rather not use my brain as a memory storage tank since textbooks are so readily available.
"Surface approaches have nothing to do with wisdom and everything to do with aimless accumulation."
"...While the approach used determines the level of enjoyment and commitment, interest in the task for its own sake encouraged a student to use a deep approach."
Could this be the link? Why students who choose subject that they like do well? Could it be because they will use the deep approach when they study what they like? Is this why I always perform better for the modules that I enjoy? And is it circular? I will study more and deeper I study, the more I enjoy, the more I enjoy, the deeper I study.
"Real education makes howlers impossible, but this is the least of its advantages. Much more important is the saving of unnecessary strain, the achievement of security and confidence in mind. It is far easier to learn the real subject properly, than to learn the imitation badly. And the real subject is interesting. So long as a subject seems dull, you can be sure you are approaching it from the wrong angle. All discoveries, all great achievements, have been made by men who delighted in their work." (Sawyer 1943:9)
But a caveat is that the approach of learning doesn't correlate with the grades achieved. There is a more direct link between the approach and the quality of learning.
"Many assessment methods do not test understanding..." Students who use the surface approach, can succeed (look it took me all the way to University) and those who use the deep approach might not have the chance to display the full range of their understanding because of the assessment methods used.
Prof. Hugh Tan always talks about how the open book exam test higher order thinking, while closed book tests for recall. And I have always hated recall assessments. I find it a total waste of time. I would rather not use my brain as a memory storage tank since textbooks are so readily available.
"Surface approaches have nothing to do with wisdom and everything to do with aimless accumulation."
Surface vs Deep learning
I still remember the dread, the I-really-don't-want-to-study-this-but-I-know-I-have-to feeling when I was trying to make myself study. I used to pride myself for my discipline, which I managed to train up through distance running, but trying to study something I did not want to study, required way more mental discipline than running when it hurts did.
After some reading of this book, I realized it could be my surface approach of studying that ended me up this way. It served its purpose well in Secondary School, I scraped through Junior College with it, but I could no longer do it in University level. It works well when the content level is low, but when boundless, it cannot work at all.
Attitudes to studying
"... the regularity with which students obliged to use a surface approach to a task, or to an entire course, describe their feelings of resentment, depression and anxiety. In contrast, deep approaches are almost universally associated with a sense of involvement, challenge and achievement, together with feelings of personal fulfilment and pleasure. ... STudents who are taking a deep approach find the material more interesting and easier to understand, and are therefore more likely to spend 'time on task'. But studying using a surface approach is a tedious and unrewarding activity: persisting with this approach leads to procrastination and delay (exactly!)"
"When students appear to be 'unable to study' we should examine their approaches to learning before blaming them for being idle and unmotivated..."
I'm so moved by this passage. I have been a victim of the surface approach of learning for many many years. Sometimes I catch glimpses of the deeper approaches which is very much heavenly. I wish I realized my problem earlier and was more self aware earlier. But thank God, it's still not too late!
After some reading of this book, I realized it could be my surface approach of studying that ended me up this way. It served its purpose well in Secondary School, I scraped through Junior College with it, but I could no longer do it in University level. It works well when the content level is low, but when boundless, it cannot work at all.
Attitudes to studying
"... the regularity with which students obliged to use a surface approach to a task, or to an entire course, describe their feelings of resentment, depression and anxiety. In contrast, deep approaches are almost universally associated with a sense of involvement, challenge and achievement, together with feelings of personal fulfilment and pleasure. ... STudents who are taking a deep approach find the material more interesting and easier to understand, and are therefore more likely to spend 'time on task'. But studying using a surface approach is a tedious and unrewarding activity: persisting with this approach leads to procrastination and delay (exactly!)"
"When students appear to be 'unable to study' we should examine their approaches to learning before blaming them for being idle and unmotivated..."
I'm so moved by this passage. I have been a victim of the surface approach of learning for many many years. Sometimes I catch glimpses of the deeper approaches which is very much heavenly. I wish I realized my problem earlier and was more self aware earlier. But thank God, it's still not too late!
Saturday, May 10, 2008
a short evaluation of one of my childhood ambitions
Did you know that as a child, one of my dream job was to be a researcher, work in a laboratory or even work my way up to a lecturer?
I think it was my interest in Science as a child, together with my introverted nature that made me prone towards such an area. I had wanted a job with minimal human contact. I also had interest to educate. I often imagine myself teaching and sharing what knowledge I had with others. To me, a laboratory job would be good because it meant staring at non-living objects. A lecturer job better than a lower level teacher job (SS, JC), as it also meant, I had less need to control a class, which I knew I wouldn't be good at (I have had a problem disciplining people all these while).
I was aware that I wasn't a very bright or talented student all along. I was very aware that while some could score and write fluently without much hard work, for me to do something impressive required me to squeeze every ounce of blood out of me. And to me those people were naturally smart, while I'm a fake smart, meaning I can produce results with a lot of hard work, while they without much hard work can produce results. And no matter how hard I work, I will never reach their standard when they do not work much at all.
My sister was one such example of a naturally smart person. I looked up to her a lot as a very intelligent being. One who produces results while not putting in a lot of work. I attribute that to intelligence, she picks things up easily. Or perhaps she can understand with minimal effort, or catch concepts with just a glance, or capture the knowledge while the teacher teaches and have no need for revision after class.
It was a similar case for my "running ability". A lot of people often boast of my running ability. I have been in school team, I have even completed a marathon. But I am very very aware and clear about my "talent". I do not have talent. If I have talent, it is in training and perseverance. It is definitely not physiological or morphological, but intellectual and emotional advantage.
I am good at reading up running magazines, treating my injuries, taking care of my diet and workouts and running even when it hurts. But I am not one who can run fast without training or with minimal training. And even if I train to my maximum, I am never as good as the naturally talented who train minimally.
What do you call this? Something like the middle class grouping? I am never good enough nor bad enough to be noticed or for someone to place their attention on. I think it is this group of people that could possibly be neglected in the society/education system. We are good, but never good enough. Bad, but never bad enough. We are average, just okay.
As I became a Christian, a whole new whole opened to me. I realized that when I love people, I become less anti-social and more outward-looking. I started to realize I actually enjoy company and interaction with people. So my view towards laboratory work started to change. I started to consider careers such as counselor, tour guide, civil servant etc.
As I entered into University and got the biomedical/cell and molecular/genetics/biochemistry-treatment and experienced "boring" education which is education that does not engaged one's heart or mind, but simply attempted to drill knowledge into the brain, I was no longer able to churn out top quality grades. I no longer desired to memorize as I did in high school and junior college and work so hard pointlessly for grades... It was here, that I stopped dreaming to be a lecturer, nearly crossing it out of my list of possible careers for good.
It was the pains of university life together with greater self-awareness of who I am that caused me to stop dreaming to be a lecturer.
However, recently, I experienced a revival of sorts. As I began to attend Biology classes in which I was interested in, I started to dream a little more. I realized I really do have interest in growing intellectually. I desire not just to make my heart a garden, but also my mind one. I enjoyed learning and sharing the joy of what I learn.
I am still aware of who I am. But I do not wish to short-change myself by limiting myself to my expectations and beliefs of my capability. Neither do I want to slough my way through land which God has no intention for me to pass through.
So my decision is to be humble and to learn. To desire humility and wisdom. To be aware of my capability and aware of who I am. Yet, never discounting what hard work and a touch of luck can do in my life. It is important to be discerning to God's leading and not be so caught up in a I-me-mine attitude where the world revolves around me. I need to be aware of God's work in my life and follow His leading. This is my conclusion. I shall do my best, whether in deciding my career or attaining my career, and let Him do the rest.
Thanks to Angelina for inspiring this entry. While talking to her on the bus today about University education, I thought of this.
I think it was my interest in Science as a child, together with my introverted nature that made me prone towards such an area. I had wanted a job with minimal human contact. I also had interest to educate. I often imagine myself teaching and sharing what knowledge I had with others. To me, a laboratory job would be good because it meant staring at non-living objects. A lecturer job better than a lower level teacher job (SS, JC), as it also meant, I had less need to control a class, which I knew I wouldn't be good at (I have had a problem disciplining people all these while).
I was aware that I wasn't a very bright or talented student all along. I was very aware that while some could score and write fluently without much hard work, for me to do something impressive required me to squeeze every ounce of blood out of me. And to me those people were naturally smart, while I'm a fake smart, meaning I can produce results with a lot of hard work, while they without much hard work can produce results. And no matter how hard I work, I will never reach their standard when they do not work much at all.
My sister was one such example of a naturally smart person. I looked up to her a lot as a very intelligent being. One who produces results while not putting in a lot of work. I attribute that to intelligence, she picks things up easily. Or perhaps she can understand with minimal effort, or catch concepts with just a glance, or capture the knowledge while the teacher teaches and have no need for revision after class.
It was a similar case for my "running ability". A lot of people often boast of my running ability. I have been in school team, I have even completed a marathon. But I am very very aware and clear about my "talent". I do not have talent. If I have talent, it is in training and perseverance. It is definitely not physiological or morphological, but intellectual and emotional advantage.
I am good at reading up running magazines, treating my injuries, taking care of my diet and workouts and running even when it hurts. But I am not one who can run fast without training or with minimal training. And even if I train to my maximum, I am never as good as the naturally talented who train minimally.
What do you call this? Something like the middle class grouping? I am never good enough nor bad enough to be noticed or for someone to place their attention on. I think it is this group of people that could possibly be neglected in the society/education system. We are good, but never good enough. Bad, but never bad enough. We are average, just okay.
As I became a Christian, a whole new whole opened to me. I realized that when I love people, I become less anti-social and more outward-looking. I started to realize I actually enjoy company and interaction with people. So my view towards laboratory work started to change. I started to consider careers such as counselor, tour guide, civil servant etc.
As I entered into University and got the biomedical/cell and molecular/genetics/biochemistry-treatment and experienced "boring" education which is education that does not engaged one's heart or mind, but simply attempted to drill knowledge into the brain, I was no longer able to churn out top quality grades. I no longer desired to memorize as I did in high school and junior college and work so hard pointlessly for grades... It was here, that I stopped dreaming to be a lecturer, nearly crossing it out of my list of possible careers for good.
It was the pains of university life together with greater self-awareness of who I am that caused me to stop dreaming to be a lecturer.
However, recently, I experienced a revival of sorts. As I began to attend Biology classes in which I was interested in, I started to dream a little more. I realized I really do have interest in growing intellectually. I desire not just to make my heart a garden, but also my mind one. I enjoyed learning and sharing the joy of what I learn.
I am still aware of who I am. But I do not wish to short-change myself by limiting myself to my expectations and beliefs of my capability. Neither do I want to slough my way through land which God has no intention for me to pass through.
So my decision is to be humble and to learn. To desire humility and wisdom. To be aware of my capability and aware of who I am. Yet, never discounting what hard work and a touch of luck can do in my life. It is important to be discerning to God's leading and not be so caught up in a I-me-mine attitude where the world revolves around me. I need to be aware of God's work in my life and follow His leading. This is my conclusion. I shall do my best, whether in deciding my career or attaining my career, and let Him do the rest.
Thanks to Angelina for inspiring this entry. While talking to her on the bus today about University education, I thought of this.
Thursday, May 8, 2008
Year 3 Sem 2 modules... Going deeper
Why do I prefer the modules Behavioural Biology and Evolution and Comparative Genomics over Ecology and Environmental Systems and Natural Heritage of Singapore?
I shall do a short analysis and evaluation to investigate in this post.
One possibility is the lack of proper lecture notes for the former two modules. I came with an open mind, heart, a pen and some paper and was open to exploring and retrieving new knowledge. It gave me the feel that the discipline was dynamic and not fixed. I can go back home after class to search up journal papers to read up more etc., the lecture was not exhaustive. This subjects were open. I saw how I could apply things I learn in class to life. Furthermore, those two modules were related, and I often cross what I learn between them.
This meaning, the latter two modules were highly structured with proper lecture notes and clear guidelines as to what I need to study to do well, which limited my mind and heart. I felt closed in. That all I had to know for this module (module objectives) were on my lecture notes and recommended textbooks. I had less incentive and interest to explore. Straightaway, I was robbed of the joy of learning. I felt what there was to learn was confined to the two hours a week I spent in class.
Could the trick to spurring my interest be the removal of the lecture notes? I can recall another module without lecture notes which I loved. And the modules which I enjoy normally have lecture notes that have minimal words! But only those I voluntarily chose!
Hmmm...
Another thing that assisted my learning and made it fun was the ability to see the module in the light of the other modules. The interdisciplinary part of it. When I was studying for Behavioural Biology, I used knowledge I attained from modules such as Life Form and Function, Ecology and Environmental Systems and Natural Heritage of Singapore. Actually, that was the most fun module I've studied for so far! :)
So...
Maybe next Semester, I will need to curb my perfectionistic tendencies and my inertia for change and forgo the lecture notes, come to class with a blank piece of paper, my pen, an open mind and an open heart.
I shall do a short analysis and evaluation to investigate in this post.
One possibility is the lack of proper lecture notes for the former two modules. I came with an open mind, heart, a pen and some paper and was open to exploring and retrieving new knowledge. It gave me the feel that the discipline was dynamic and not fixed. I can go back home after class to search up journal papers to read up more etc., the lecture was not exhaustive. This subjects were open. I saw how I could apply things I learn in class to life. Furthermore, those two modules were related, and I often cross what I learn between them.
This meaning, the latter two modules were highly structured with proper lecture notes and clear guidelines as to what I need to study to do well, which limited my mind and heart. I felt closed in. That all I had to know for this module (module objectives) were on my lecture notes and recommended textbooks. I had less incentive and interest to explore. Straightaway, I was robbed of the joy of learning. I felt what there was to learn was confined to the two hours a week I spent in class.
Could the trick to spurring my interest be the removal of the lecture notes? I can recall another module without lecture notes which I loved. And the modules which I enjoy normally have lecture notes that have minimal words! But only those I voluntarily chose!
Hmmm...
Another thing that assisted my learning and made it fun was the ability to see the module in the light of the other modules. The interdisciplinary part of it. When I was studying for Behavioural Biology, I used knowledge I attained from modules such as Life Form and Function, Ecology and Environmental Systems and Natural Heritage of Singapore. Actually, that was the most fun module I've studied for so far! :)
So...
Maybe next Semester, I will need to curb my perfectionistic tendencies and my inertia for change and forgo the lecture notes, come to class with a blank piece of paper, my pen, an open mind and an open heart.
What Students Learn
Taken from "Learning To Teach In Higher Education" by Paul Ramsden (2003). 2nd Edition. London and New York: RoutledgeFalmer, Taylor & Francis Group.
Studies of the Outcome of Learning
Level 1: General Intellectual Development
Student 1 - " I think I learnt to organise my work and myself, to think theoretically and evaluate concepts, to look things up before I made statements, and that first draft work should be left in a drawer for a week before being re-read and totally re-written several times more.
I have realised since finishing at university that I didn't gain so much a body of knowledge as an approach. I became a problem-solver.
What I believe I learnt was a capacity to apply logical principles.
... self-directed research, flexibility of approach and resourcefulness and tenacity in grappling with the varying demands of university and family life."
Student 2 - " I latched on to the idea that to pass you got a clear view of what you were expected to know, and learnt it, word for word. Not much thinking. Just learn the sacred texts. I had no more trouble passing university examinations. Unfortunately, the apparent success of this mind-stunting technique impressed me and retarded my mind's development for years to come."
Level 2 & 3: Content-Related Outcomes
"In summary, the research indicates that, at least for a short period, students retain vast quantities of information. On the other hand, many of them soon seem to forget much of it an they appear not to make good use of what they do remember. They experience many superficial changes - acquiring the jargon of disciplines, for example - but they still tend to operate with naive and erroneous conceptions. Moreover, many students do not know what they do not know: they have not developed self-critical awareness in their subjects."
Accountancy teacher - "Many students go from week to week, from topic to topic, without being able to see how anything fits together. Therefore they find the subject difficult, and this reduces their motivation to work at it."
Psychology teacher - "The general impression I get is that they don't seem to see how things hang together. They seem to treat the articles they read as if they were all disparate and not related to the same topics - there's no coherence in it, they don't see a pattern. They don't see why somebody's done something in relation to somebody else's experiment, or they don't see any kind of systematic approach to the kind of reading they're doing, or the kind of material they're being offered. They aren't able to tie it together into a package."
Studies of the Outcome of Learning
Level 1: General Intellectual Development
Student 1 - " I think I learnt to organise my work and myself, to think theoretically and evaluate concepts, to look things up before I made statements, and that first draft work should be left in a drawer for a week before being re-read and totally re-written several times more.
I have realised since finishing at university that I didn't gain so much a body of knowledge as an approach. I became a problem-solver.
What I believe I learnt was a capacity to apply logical principles.
... self-directed research, flexibility of approach and resourcefulness and tenacity in grappling with the varying demands of university and family life."
Student 2 - " I latched on to the idea that to pass you got a clear view of what you were expected to know, and learnt it, word for word. Not much thinking. Just learn the sacred texts. I had no more trouble passing university examinations. Unfortunately, the apparent success of this mind-stunting technique impressed me and retarded my mind's development for years to come."
Level 2 & 3: Content-Related Outcomes
"In summary, the research indicates that, at least for a short period, students retain vast quantities of information. On the other hand, many of them soon seem to forget much of it an they appear not to make good use of what they do remember. They experience many superficial changes - acquiring the jargon of disciplines, for example - but they still tend to operate with naive and erroneous conceptions. Moreover, many students do not know what they do not know: they have not developed self-critical awareness in their subjects."
Accountancy teacher - "Many students go from week to week, from topic to topic, without being able to see how anything fits together. Therefore they find the subject difficult, and this reduces their motivation to work at it."
Psychology teacher - "The general impression I get is that they don't seem to see how things hang together. They seem to treat the articles they read as if they were all disparate and not related to the same topics - there's no coherence in it, they don't see a pattern. They don't see why somebody's done something in relation to somebody else's experiment, or they don't see any kind of systematic approach to the kind of reading they're doing, or the kind of material they're being offered. They aren't able to tie it together into a package."
Tuesday, April 22, 2008
Year 3 Sem 2 modules
This Semester, I am taking 4 modules, excluding the UROPS module - LSM 4253 (Behavioural Biology), LSM 3251 (Ecology and Environmental Systems), LSM 3252 (Evolution and Comparative Genomics) and SSS 1207 (Natural Heritage of Singapore).
Doing UROPS, I learnt more about research and writing of paper and skills basically.
LSM 4253 also trained me in retrieving information from journal papers and writing papers as I attempted the term paper and wrote of carotenoid as an indicator of quality leading to subsequent dichromatism in Northern Cardinal. My biggest mistake is probably choosing my term paper topic, not based on what there is to find out, but based on the species Cardinal cardinalis which I adore. There was actually nothing significantly new about this topic or things I could expound on, but I search deep and hard to come up with a hypothesis, which does not hold water in the end. If I could redo this term paper, I would first do an extensive literature review on my areas of interest and what is lacking research/review papers in. My topic was very narrow as well, might not be the best choice to focus on that species alone... There was quite little papers, I realised, comparing to my friends who had 50 over. I only had perhaps not more than 20 references.
So did LSM 3251 trained me in writing papers and searching and skimming of journal papers. This it did so for the practical report on how the crustacean community structure changes with high and low tides.
I feel like I am undergoing training for Honours Year this Semester. It is something I am very grateful for. As I know how critical these skills are, struggling with them doing the papers and reports.
Very interestingly, I like the modules LSM 4253 and LSM 3252 more than LSM 3251 and SSS 1207. I find they stimulate my thinking more and require less intensive reading work than the other two. Maybe they're more interesting too?
It's very interesting how I prefer studying some things over others. But whatever it is, I will need to enjoy whatever I'm studying, in order to be a true biologist and to reap the true joy of learning. :)
Doing UROPS, I learnt more about research and writing of paper and skills basically.
LSM 4253 also trained me in retrieving information from journal papers and writing papers as I attempted the term paper and wrote of carotenoid as an indicator of quality leading to subsequent dichromatism in Northern Cardinal. My biggest mistake is probably choosing my term paper topic, not based on what there is to find out, but based on the species Cardinal cardinalis which I adore. There was actually nothing significantly new about this topic or things I could expound on, but I search deep and hard to come up with a hypothesis, which does not hold water in the end. If I could redo this term paper, I would first do an extensive literature review on my areas of interest and what is lacking research/review papers in. My topic was very narrow as well, might not be the best choice to focus on that species alone... There was quite little papers, I realised, comparing to my friends who had 50 over. I only had perhaps not more than 20 references.
So did LSM 3251 trained me in writing papers and searching and skimming of journal papers. This it did so for the practical report on how the crustacean community structure changes with high and low tides.
I feel like I am undergoing training for Honours Year this Semester. It is something I am very grateful for. As I know how critical these skills are, struggling with them doing the papers and reports.
Very interestingly, I like the modules LSM 4253 and LSM 3252 more than LSM 3251 and SSS 1207. I find they stimulate my thinking more and require less intensive reading work than the other two. Maybe they're more interesting too?
It's very interesting how I prefer studying some things over others. But whatever it is, I will need to enjoy whatever I'm studying, in order to be a true biologist and to reap the true joy of learning. :)
Tuesday, April 15, 2008
Advice to a Young Scientist by P. B. Medawar
Once again, stumbled across a book in the Plant Systematics Lab library.
Once again, captivated by the preface. The reading of the preface is a relatively new habit, which I didn't use to do. I used to read mainly for the content and knowledge acquirement. Nowadays, I find myself reading, because I enjoy it. And the preface contains the heart of the writer. Why did he do it? What inspired him? Who helped him and made it possible?
"I use the word opinion to make it clear that my judgments are not validated by systematic sociological research and are not hypotheses that have already stood up to repeated critical assaults. They are merely personal judgments, though I hope som eof them will be picked up by sociologists of science for proper investigation."
"A good tutor taught the whole of his subject and not just that part of it in which he himself happened to be especially interested or proficient; to 'teach' did not, of course, mean to 'impart factual information,' a relatively unimportant consideration, but rather to guide thought and reading and encourage reflection."
How Can I Equip Myself to Be a Scientist or a Better One?
"The beginner must read, but intently and choosily and not too much."
The Scientific Process
"A young scientist has now a meter or so of bench space, let us say, a white coat, authority to use the library, and a problem that he has thought up himself of a senior has asked him to look into. To begin with, anyway, it is almost certain to be a small problem - one of which the solution will facilitate solution of something more important, and so on, until the long-term objective of the enterprise is in sight. Nonscientists cannot immediately see the connection between the lesser problem and the greater. It must often occur to a humanist as he reads the minutes of the board of the faculty of science that young scientists are engaged in comically specialized activities. A scientist might equally well wonder what there could be to engage a grown man in the study of the parochial affairs of Tudor Cornwall, because he does not realize that such an investigation is about the Reformation, a very great affair indeed."
hypothesis = imaginative preconception
"Thus the day-to-day business of science consists not in hunting for facts but in testing hypotheses - that is, ascertaining if they or their logical implications are statements about real life, if inventions, to see whether or not they work."
experiments = acts undertaken to test a hypothesis
"In the outcome, science is a logically connected network of theories that represents our current opinion about what the natural world is like."
"As a point of logic that has some bearing on the way he thinks he goes about his business, a young scientist must always avoid saying or thinking that he 'deduces' or 'infers' hypotheses. On the contrary, a hypothesis is that from which we deduce or infer statements about mattersof fact, so that, as the great American philosopher C. S. Peirce clearly recognized, the process by which we try to think up the hypotheses from which our obesrvations will follow is an inverse form of deduction - a process for which he coined the terms retroduction and abduction, neither of which has caught on."
"Before he sets out to convince others of his observations or opinions, a scientist must first convince himself. Let this not be too easily achieved; it is better by far to have the reputation for being querulous and unwilling to be convinced than to give reason to be thought gullible. If a scientist asks a colleague's candid criticism of his work, give him the credit for meaning what he says. It is no kindness to a colleague - indeed, it might be the act of an enemy - to assure a scientist that his work is clear and convincing and that his opinions are really coherent when the experiments that profess to uphold them are slovenly in design and not well done. More generally, criticism is the most powerful weapon in any methodology of science; it is the scientist's only assurance that he need not persist in error. All experimentation is criticism. If an experiment does not hold out the possibility of causing one to revise one's views, it is hard to see why it should be done at all."
By P. B. Medawar from Advice to a Young Scientist (1979). London: Pan Books (From this book! Not plagarism!)
Once again, captivated by the preface. The reading of the preface is a relatively new habit, which I didn't use to do. I used to read mainly for the content and knowledge acquirement. Nowadays, I find myself reading, because I enjoy it. And the preface contains the heart of the writer. Why did he do it? What inspired him? Who helped him and made it possible?
"I use the word opinion to make it clear that my judgments are not validated by systematic sociological research and are not hypotheses that have already stood up to repeated critical assaults. They are merely personal judgments, though I hope som eof them will be picked up by sociologists of science for proper investigation."
"A good tutor taught the whole of his subject and not just that part of it in which he himself happened to be especially interested or proficient; to 'teach' did not, of course, mean to 'impart factual information,' a relatively unimportant consideration, but rather to guide thought and reading and encourage reflection."
How Can I Equip Myself to Be a Scientist or a Better One?
"The beginner must read, but intently and choosily and not too much."
The Scientific Process
"A young scientist has now a meter or so of bench space, let us say, a white coat, authority to use the library, and a problem that he has thought up himself of a senior has asked him to look into. To begin with, anyway, it is almost certain to be a small problem - one of which the solution will facilitate solution of something more important, and so on, until the long-term objective of the enterprise is in sight. Nonscientists cannot immediately see the connection between the lesser problem and the greater. It must often occur to a humanist as he reads the minutes of the board of the faculty of science that young scientists are engaged in comically specialized activities. A scientist might equally well wonder what there could be to engage a grown man in the study of the parochial affairs of Tudor Cornwall, because he does not realize that such an investigation is about the Reformation, a very great affair indeed."
hypothesis = imaginative preconception
"Thus the day-to-day business of science consists not in hunting for facts but in testing hypotheses - that is, ascertaining if they or their logical implications are statements about real life, if inventions, to see whether or not they work."
experiments = acts undertaken to test a hypothesis
"In the outcome, science is a logically connected network of theories that represents our current opinion about what the natural world is like."
"As a point of logic that has some bearing on the way he thinks he goes about his business, a young scientist must always avoid saying or thinking that he 'deduces' or 'infers' hypotheses. On the contrary, a hypothesis is that from which we deduce or infer statements about mattersof fact, so that, as the great American philosopher C. S. Peirce clearly recognized, the process by which we try to think up the hypotheses from which our obesrvations will follow is an inverse form of deduction - a process for which he coined the terms retroduction and abduction, neither of which has caught on."
"Before he sets out to convince others of his observations or opinions, a scientist must first convince himself. Let this not be too easily achieved; it is better by far to have the reputation for being querulous and unwilling to be convinced than to give reason to be thought gullible. If a scientist asks a colleague's candid criticism of his work, give him the credit for meaning what he says. It is no kindness to a colleague - indeed, it might be the act of an enemy - to assure a scientist that his work is clear and convincing and that his opinions are really coherent when the experiments that profess to uphold them are slovenly in design and not well done. More generally, criticism is the most powerful weapon in any methodology of science; it is the scientist's only assurance that he need not persist in error. All experimentation is criticism. If an experiment does not hold out the possibility of causing one to revise one's views, it is hard to see why it should be done at all."
By P. B. Medawar from Advice to a Young Scientist (1979). London: Pan Books (From this book! Not plagarism!)
Wednesday, April 9, 2008
How to Write a Review Paper by R. A. Day
Characteristics of a Review Paper
"The purpose of a review paper is to review previously published literature and to put it into some kind of perspective."
"However, the really good review papers are much more than annotated bibliographies. They offer critical evaluation of the published literature and often provide important conclusions based on that literature."
Preparing an Outline
"The cardinal rule for writing a review paper is to prepare an outline."
"aim, scope, and relevance of the topic to be reviewed"
Importance of Introductory Paragraphs
Of both the paper and of each major sections. Crucial as reader decides whether to read it or skim it or ignore it altogether based on their first impression.
Importance of Conclusions
Because the review paper covers a wide subject for a wide audience...
"The purpose of a review paper is to review previously published literature and to put it into some kind of perspective."
"However, the really good review papers are much more than annotated bibliographies. They offer critical evaluation of the published literature and often provide important conclusions based on that literature."
Preparing an Outline
"The cardinal rule for writing a review paper is to prepare an outline."
"aim, scope, and relevance of the topic to be reviewed"
Importance of Introductory Paragraphs
Of both the paper and of each major sections. Crucial as reader decides whether to read it or skim it or ignore it altogether based on their first impression.
Importance of Conclusions
Because the review paper covers a wide subject for a wide audience...
Wednesday, April 2, 2008
How does phylogenetic analysis enable evolutionary history to be traced?
Snippets from Phylogenetic Interpretations of Primate Socioecology: with special reference to social and ecological diversity in Macaca by Leslie K. W. Chan
"In recent years, however, there has been substantial development in the application of phylogenetic methods to the analysis of behavioural, ecological and social patterns in diverse groups of organisms. One common approach, referred to as character mapping or character optimization method, consists of establishing genealogical relationships of the species being compared first, and then asking whether similar traits observed among species arose in a common ancestor and have persisted, or whether they arose independently due to convergent adaptation to similar environments. This approach emphasizes the importance of a species' evolutionary history in constraining both the features it curently displays and the subsequent directions and rates of evolution open to it.
A key assumption of this approach is that just as the evolution of morphological and life-history traits, behavioural and social evolution take place in the context of phylogeny. It follows that mapping or superimposing these biological or behavioural features on a well-established phylogentic hypothesis, we may estimate when, and how many times, an observed characteristic arose in the group being studied. We can also gain insights as to which features are highly conservative, and which are most liable. In other words, this approach allows us to compare similar traits across species and to distinguish those similarities that are most likely due to descent from a common ancestor from those that evolve independently."
"In recent years, however, there has been substantial development in the application of phylogenetic methods to the analysis of behavioural, ecological and social patterns in diverse groups of organisms. One common approach, referred to as character mapping or character optimization method, consists of establishing genealogical relationships of the species being compared first, and then asking whether similar traits observed among species arose in a common ancestor and have persisted, or whether they arose independently due to convergent adaptation to similar environments. This approach emphasizes the importance of a species' evolutionary history in constraining both the features it curently displays and the subsequent directions and rates of evolution open to it.
A key assumption of this approach is that just as the evolution of morphological and life-history traits, behavioural and social evolution take place in the context of phylogeny. It follows that mapping or superimposing these biological or behavioural features on a well-established phylogentic hypothesis, we may estimate when, and how many times, an observed characteristic arose in the group being studied. We can also gain insights as to which features are highly conservative, and which are most liable. In other words, this approach allows us to compare similar traits across species and to distinguish those similarities that are most likely due to descent from a common ancestor from those that evolve independently."
Tuesday, March 18, 2008
How to write and publish a scientific paper by R. A. Day
I love prefaces! And this writer sounds like an absolutely nice man.
"There are four things that make this world go round: love, energy, materials, and information. We see about us a critical shortage of the first commodity, a near-critical shortage of the second, increasing shortage of the third, but an absolute glut of the fourth.
We in science, of necessity, must contribute to the glut. But let us do it with love, especially love of the English language, which is the cornerstone of our intellectual heritage; let us also do it with energy, the energy we need to put into the scientific paper so that the reader will not need to use much energy to get the information out of the paper; and let us husband our materials, especially our words, so that we do not waste inordinate quantities of paper and ink in trying to tell the world more than we know."
"The research scientist must provide a written document showing what he did, why he did it, how he did it, and what he learnt from it."
"In this way, the reader, particularly the graduate student and fledgling writer, may get something of the flavor of just what a scientific paper is."
"There are four things that make this world go round: love, energy, materials, and information. We see about us a critical shortage of the first commodity, a near-critical shortage of the second, increasing shortage of the third, but an absolute glut of the fourth.
We in science, of necessity, must contribute to the glut. But let us do it with love, especially love of the English language, which is the cornerstone of our intellectual heritage; let us also do it with energy, the energy we need to put into the scientific paper so that the reader will not need to use much energy to get the information out of the paper; and let us husband our materials, especially our words, so that we do not waste inordinate quantities of paper and ink in trying to tell the world more than we know."
"The research scientist must provide a written document showing what he did, why he did it, how he did it, and what he learnt from it."
"In this way, the reader, particularly the graduate student and fledgling writer, may get something of the flavor of just what a scientific paper is."
Sunday, March 16, 2008
a continued tale of the plantsman and his Berok friends
From A View From the Summit (1996):
"The Reserve's resident Long-tailed Macaque monkeys (Macaca fascicularis) were now entertained by the spectacle of Corner's trained Pig-tailed Macaque (Macaca nemestrina) or Berok plant collectors, Jambul and Puteh, shimmying up tall trees to fetch precisely the specimens the botanist sought. "
"The Reserve's resident Long-tailed Macaque monkeys (Macaca fascicularis) were now entertained by the spectacle of Corner's trained Pig-tailed Macaque (Macaca nemestrina) or Berok plant collectors, Jambul and Puteh, shimmying up tall trees to fetch precisely the specimens the botanist sought. "
Saturday, March 8, 2008
Thinking through writing
Either by a stroke of luck or by divine intervention, I found the book from which this blog address got its name from, in the Plant Systematics Laborary library.
I searched the web high and low, searched Amazon. com, searched ecampus.com, searched Singapore Polytechnic library (which has a copy of this), searched school library and the national library. I was searching for a convenient way to get my hands on this book, after Janadas Devan recommended it in that article some time ago (see post below). The extent I went to look for it, I was willing to get it shipped over from the USA, my only concern was whether it is the best timing to get it over now, or should I wait.
Wait for a stroke of luck or for divine intervention.
It is so amazing how I did not have to wait too long. As I was searching the shelves for books on how to write a Scientific report, I found her sitting there (I saw her standing there).
Look somewhat forgotten and forsaken, in a secluded corner, surrounded by books that had tunnels carved through their covers by some insects.
I look her in my arms and lifted her high. I found her!! :)
*beams*
"... paying close attention as you read, so that when you write about what you have read, you do so with an accurate assessment of what was on the page. This is the "looking closely" I just talked about. Good writing has to do with putting together what is there in a plausible, interesting, and persuasive way."
Oh, the more I read the introduction, the more I love this book. A bible for writing. A self-help book for writing! And one not about grammar, and the rules of writing, but the heart and mechanics of writing. How cool, this treasure. :)
It is so exciting! :) Ops!
Haha. :)
I searched the web high and low, searched Amazon. com, searched ecampus.com, searched Singapore Polytechnic library (which has a copy of this), searched school library and the national library. I was searching for a convenient way to get my hands on this book, after Janadas Devan recommended it in that article some time ago (see post below). The extent I went to look for it, I was willing to get it shipped over from the USA, my only concern was whether it is the best timing to get it over now, or should I wait.
Wait for a stroke of luck or for divine intervention.
It is so amazing how I did not have to wait too long. As I was searching the shelves for books on how to write a Scientific report, I found her sitting there (I saw her standing there).
Look somewhat forgotten and forsaken, in a secluded corner, surrounded by books that had tunnels carved through their covers by some insects.
I look her in my arms and lifted her high. I found her!! :)
*beams*
"... paying close attention as you read, so that when you write about what you have read, you do so with an accurate assessment of what was on the page. This is the "looking closely" I just talked about. Good writing has to do with putting together what is there in a plausible, interesting, and persuasive way."
Oh, the more I read the introduction, the more I love this book. A bible for writing. A self-help book for writing! And one not about grammar, and the rules of writing, but the heart and mechanics of writing. How cool, this treasure. :)
It is so exciting! :) Ops!
Haha. :)
Friday, March 7, 2008
A treasure trove of excitement
I recently discoverd the treasure trove that I work in, the Plant Systematics Laboratory library. It is no wonder Alex loves this spot. Nestled in shelves are many many books of all sorts, from all ages. You could just feel the rich heritage sitting here. :)
I picked this book off the shelf. And only read the preface and introduction (which is perhaps the only parts in which I have the time to read) and noticed how polite the author, D. D. Johnson was.
".... Many others have helped with comments on the original version. Such help has greatly increased the value of the work. Its imperfections are my own responsibility." I just find it so beautiful, the language of many Englishmen, just like a gentlemen. :) I can imagine this kindly Professor and his gentle and polite ways just reading this sentence.
Prof. Tan mentioned in lectures a few times how Singapore's secondary forests offers a beginners course on plant species, as it is a rain forest and species rich, yet not so rich that it overwhelms an amatuer.
Another quote from D. S. Johnson:
"To the overseas visitor Singapore offers a sample of tropical wildlife which can be observed easily, in comfort, and without danger. To the serious local naturalist it provides an almost unique opportunity to study the interaction of man and wild life in an urbanized equatorial setting."
In another famous book, The Wayside Trees of Malaya, Corner in his preface to the 3rd Edition address lover of plants a "plantsman" or "one who delights in living plants." Such beautiful language once again, leaves me in awed.
I picked this book off the shelf. And only read the preface and introduction (which is perhaps the only parts in which I have the time to read) and noticed how polite the author, D. D. Johnson was.
".... Many others have helped with comments on the original version. Such help has greatly increased the value of the work. Its imperfections are my own responsibility." I just find it so beautiful, the language of many Englishmen, just like a gentlemen. :) I can imagine this kindly Professor and his gentle and polite ways just reading this sentence.
Prof. Tan mentioned in lectures a few times how Singapore's secondary forests offers a beginners course on plant species, as it is a rain forest and species rich, yet not so rich that it overwhelms an amatuer.
Another quote from D. S. Johnson:
"To the overseas visitor Singapore offers a sample of tropical wildlife which can be observed easily, in comfort, and without danger. To the serious local naturalist it provides an almost unique opportunity to study the interaction of man and wild life in an urbanized equatorial setting."
In another famous book, The Wayside Trees of Malaya, Corner in his preface to the 3rd Edition address lover of plants a "plantsman" or "one who delights in living plants." Such beautiful language once again, leaves me in awed.
Wednesday, March 5, 2008
Botanical Monkeys
It all started out a few hours ago when I picked a book off the Plant Systematics Laboratory's library shelf.
Gardening in the Lowlands of Malaya by R. E. Holttum
Through which, another book was introduced.
Wayside trees of Malaya by E. J. H. Corner
What really interest me at first was how the photographs of the trees in the plates stated the location where the tree was sighted and photographed. The heritage trailer in me was thrilled!
And the strange preface:
Malayan Trees Who Cares to Know,
Upon His Shoulder Sits a Berok
What strange language, reminiscent of Lewis Caroll and John Lennon kind of Jabberwocky.
And what is a Berok?
On the dust jacket of the book was a ink sketch of a tree branch with an ape-like creature, tied to a string down to the ground, reaching down and a twig and leaf falling from it. What strange imagery for a book about trees!
Reading the book, we see photographs, not only of trees and also specimens. Which made me wonder, how did he get this specimen? He was mentioned to be a tall man, but he couldn't have been able to reach that high. There probably wasn't technology to reach up there. He couldn't have climbed, being an Englishman of that period and all.
I did a google search on the word "berok" and then it all made sense.
A pig-tailed ape. Macaca nemestrina. Botanical monkeys.
A review by Joseph Ewan on Corner's (1992) book entitled "Botanical monkeys" states: Plant collectors are bipedal but Corner has made it quadrupedal. In all the history of botany there has been nothing like enlisting monkeys to harvest flowers and fruit from tall trees.
=) Thrilling? Corner seems like a really interesting kind of botanist/Professor. haha.
Gardening in the Lowlands of Malaya by R. E. Holttum
Through which, another book was introduced.
Wayside trees of Malaya by E. J. H. Corner
What really interest me at first was how the photographs of the trees in the plates stated the location where the tree was sighted and photographed. The heritage trailer in me was thrilled!
And the strange preface:
Malayan Trees Who Cares to Know,
Upon His Shoulder Sits a Berok
What strange language, reminiscent of Lewis Caroll and John Lennon kind of Jabberwocky.
And what is a Berok?
On the dust jacket of the book was a ink sketch of a tree branch with an ape-like creature, tied to a string down to the ground, reaching down and a twig and leaf falling from it. What strange imagery for a book about trees!
Reading the book, we see photographs, not only of trees and also specimens. Which made me wonder, how did he get this specimen? He was mentioned to be a tall man, but he couldn't have been able to reach that high. There probably wasn't technology to reach up there. He couldn't have climbed, being an Englishman of that period and all.
I did a google search on the word "berok" and then it all made sense.
A pig-tailed ape. Macaca nemestrina. Botanical monkeys.
A review by Joseph Ewan on Corner's (1992) book entitled "Botanical monkeys" states: Plant collectors are bipedal but Corner has made it quadrupedal. In all the history of botany there has been nothing like enlisting monkeys to harvest flowers and fruit from tall trees.
=) Thrilling? Corner seems like a really interesting kind of botanist/Professor. haha.
Thursday, February 28, 2008
15 minutes of writing a day keeps your grades increasing!
Let me write about the Fisherian runaway process. This is a process whereby sexual selection occurs when either a male has a trait that gives it advantage over another male, or when a female has a preference for a male with that trait. Which ever the reason, this would result in an increase in intensity for that preference. The females who mate with such males, would not only confer the genetic trait to her sons, but also confer the preference for that genetic trait to her daughters. This process would go on until those males not selected for become selected for, I presume this would be when there are changes in the environment; or until the females change their preference and no longer select for males with such trait.
This is my feeble attempt at 15 minutes of writing a day.
Perhaps, I should switch to writing on paper instead as suggested by Wee Foong so that I can simulate exam conditions even more.
This is my feeble attempt at 15 minutes of writing a day.
Perhaps, I should switch to writing on paper instead as suggested by Wee Foong so that I can simulate exam conditions even more.
Thursday, February 14, 2008
Orang Utan Dies in Freak Accident [Straits Times 14th February]
Let me apply my Animal Behaviour knowledge here to a real life example, though incomplete it may be.
We all know that animals sometimes have a tendency to kill their young, kill their siblings, kill one another (cannibalism), whatever the reason. Whether knowing their young is diseased; whether knowing by removing a sibling, one is removing a competitor; whether knowing an animal of the same species' body would contain the nutrients the cannibal would need.
So why is it that when Atina, the baby orang utan was trapped in the hanging noose, and the zookeepers saw other orang utans tugging at her neck, and dislocating it, causing immediate death, assumed her mother, Anita, was trying to "free her" and not kill her? After all, but eliminating one fellow orang utan, one is removing a competition factor, and the orang utans might possibly think that, that means more food, more resources for me.
I think many will be shocked at my question. The ruthlessness of the animal kingdom. People might be shocked that these tamed orang utans could actually exhibit behaviour that is radically different from that of what our image of a mother should be towards her own flesh and blood. Or people might outrightly disagree with what I have said. After all, it's up to our interpretation of things and don't we often want to think the best of situations and people and animals? Talking about the anthropogenic view of things.
Or we could joke like Huanyan did that the zookeepers knew orang utan language and understood that the mother and the other orang utans were trying to save the child through their conversations over the commotion. ;) It actually didn't sound like a joke. haha :)
We all know that animals sometimes have a tendency to kill their young, kill their siblings, kill one another (cannibalism), whatever the reason. Whether knowing their young is diseased; whether knowing by removing a sibling, one is removing a competitor; whether knowing an animal of the same species' body would contain the nutrients the cannibal would need.
So why is it that when Atina, the baby orang utan was trapped in the hanging noose, and the zookeepers saw other orang utans tugging at her neck, and dislocating it, causing immediate death, assumed her mother, Anita, was trying to "free her" and not kill her? After all, but eliminating one fellow orang utan, one is removing a competition factor, and the orang utans might possibly think that, that means more food, more resources for me.
I think many will be shocked at my question. The ruthlessness of the animal kingdom. People might be shocked that these tamed orang utans could actually exhibit behaviour that is radically different from that of what our image of a mother should be towards her own flesh and blood. Or people might outrightly disagree with what I have said. After all, it's up to our interpretation of things and don't we often want to think the best of situations and people and animals? Talking about the anthropogenic view of things.
Or we could joke like Huanyan did that the zookeepers knew orang utan language and understood that the mother and the other orang utans were trying to save the child through their conversations over the commotion. ;) It actually didn't sound like a joke. haha :)
Monday, January 14, 2008
What is Science and the Scientific Method?
The latin word of Science is "to know".
Science is the systematic study of the natural world to obtain knowledge and understanding about it.
This systematic study is also known as the Scientific Method which consist of asking questions and forming possible answers to them (hypothesis) and testing them out though observation, experiment and/or modelling.
So who are Scientists? Scientists are people who ask questions about the natural world and attempt to find answers to these questions by applying the Scientific Method. Therefore, there is no standstill in Science, Scientist are constantly asking new questions, forming new hypothesis and updating whatever information we already have about the world. Scientist hold on to the most possible theories. They will not abandon a theory, unless they find a better one that can possibly explain a phenomenon. Say, the evolution theory. Unless one can find a better explanation as to why there are so many fossils that look like our ancestors around, why are our DNA so similar on so many counts etc etc, we will hold on to it. :)
Science is also a department of systemized knowledge as an object of study. (Merriam Webster) The science of theology. The science of the natural world. The science of philosophy. They have different premises. Like the science of theology is based on faith whereas the science of the natural world is not. Therefore, since their premise are different, it is unfair to use the methods of one, on another.
For example, using the methods of the Science of the Natural World on God. I have a question as to whether God exist. My hypothesis is hard if I search hard enough but cannot find him physically to identify Him, He must be extinct.
Or using the methods of the Science of Theology on the Natural World. I have a question of why the sun rises in the East and sets in the West. I hypothesize that if I pray hard enough I will be able to change God's mind to make the sun rise in the West and set in the east instead.
They don't match. Professor Tan was trying to explain to me. I don't understand it fully and am finding it difficult to express myself. May I be enlightened more and more.
Science is the systematic study of the natural world to obtain knowledge and understanding about it.
This systematic study is also known as the Scientific Method which consist of asking questions and forming possible answers to them (hypothesis) and testing them out though observation, experiment and/or modelling.
So who are Scientists? Scientists are people who ask questions about the natural world and attempt to find answers to these questions by applying the Scientific Method. Therefore, there is no standstill in Science, Scientist are constantly asking new questions, forming new hypothesis and updating whatever information we already have about the world. Scientist hold on to the most possible theories. They will not abandon a theory, unless they find a better one that can possibly explain a phenomenon. Say, the evolution theory. Unless one can find a better explanation as to why there are so many fossils that look like our ancestors around, why are our DNA so similar on so many counts etc etc, we will hold on to it. :)
Science is also a department of systemized knowledge as an object of study. (Merriam Webster) The science of theology. The science of the natural world. The science of philosophy. They have different premises. Like the science of theology is based on faith whereas the science of the natural world is not. Therefore, since their premise are different, it is unfair to use the methods of one, on another.
For example, using the methods of the Science of the Natural World on God. I have a question as to whether God exist. My hypothesis is hard if I search hard enough but cannot find him physically to identify Him, He must be extinct.
Or using the methods of the Science of Theology on the Natural World. I have a question of why the sun rises in the East and sets in the West. I hypothesize that if I pray hard enough I will be able to change God's mind to make the sun rise in the West and set in the east instead.
They don't match. Professor Tan was trying to explain to me. I don't understand it fully and am finding it difficult to express myself. May I be enlightened more and more.
Subscribe to:
Posts (Atom)