What can science education do, and what can it not?
On September 29, 2021, The Third Eye published an interview with Milind Sohoni, a teacher at the Centre for Technology Alternatives for Rural Areas and at IIT Bombay. (Thanks to @labhopping for bringing it into my feed.) I found it very thought-provoking. I’m pasting below some excerpts from the interview together with my notes. I think what Prof. Sohoni says doesn’t build up to a coherent whole. He is at times simplistic and self-contradictory, and what he says is often descriptive instead of offering a way out. Of course I don’t know whether what I say builds up to a coherent whole either but perhaps you’ll realise details here that I’ve missed.
… I wish the textbooks had exercises like let’s visit a bus depot, or let’s visit a good farmer and find out what the yields are, or let’s visit the PHC sub-centre, talk to the nurse, talk to the compounder, talk to the two doctors, just getting familiar with the PHC as something which provides a critical health service would have helped a lot. Or spend time with an ASHA worker. She has a notepad with names of people in a village and the diseases they have, which family has what medical emergency. How is it X village has so much diabetes and Y village has none?
I’m sure you’ll agree this would be an excellent way to teach science — together with its social dependencies instead of introducing the latter as an add-on at the level of higher, specialised education.
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… science education is not just about big science, and should not be about big science. But if you look at the main central government departments populated by scientists, they are Space, Atomic Energy and Defence. Okay, so we have missile men and women, big people in science, but really, so much of science in most of the developed world is really sadak, bijli, pani.
I disagree on three counts. (i) Science education should include ‘big science’; if it doesn’t we lose access to a domain of knowledge and enterprise that plays an important role in future-proofing societies. We choose the materials with which we will build buildings, lay roads, and make cars and batteries and from which we will generate electric power based on ‘big science’. (ii) Then again, what is ‘big science’? I’m not clear what Sohoni means by that in this comment. But later in the interview he refers to Big Science as a source of “certainty” (vis-à-vis life today) delivered in the form of “scientific things … which we don’t understand”.
If by “Big Science” he means large scientific experiments that have received investments worth millions of dollars from multiple governments, and which are churning out results that don’t inform or enhance contemporary daily life, his statement seems all the more problematic. If a government invests some money in a Big Science project but then pulls out, it doesn’t necessarily or automatically redirect those funds to a project that a critic has deemed more worthwhile, like say multiple smaller science projects. Government support for Big Science has never operated that way. Further, Big Science frequently and almost by design inevitably leads to a lot of derivative ‘Smaller Science’, spinoff technologies, and advances in allied industries. Irrespective of whether these characteristics — accidental or otherwise — suffice to justify supporting a Big Science project, wanting to expel such science from science education is still reckless.
VM
(iii) Re: “… so much of science in most of the developed world is really streets, electricity, water” — Forget proving/disproving this and ask yourself: how do we separate research in space, atomic energy, and defence from knowledge that gave rise to better roads, cheaper electricity, and cleaner water? We can’t. There is also a specific history that explains why each of these departments Sohoni has singled out were set up the way they were. And just because they are staffed with scientists doesn’t mean they are any good or worth emulating. (I’m also setting aside what Sohoni means by “much”. Time consumed in research? Money spent? Public value generated? Number of lives improved/saved?).
Our science education should definitely include Big Science: following up from the previous quote, teachers can take students to a radio observatory nearby and speak to the scientists about how the project acquired so much land, how it secured its water and power requirements, how administrators negotiated with the locals, etc. Then perhaps we can think about avoiding cases like the INO.
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VM
The Prohibition of Employment as Manual Scavengers Act came along ago, and along with it came a list of 42 [pieces of] equipment, which every municipality should have: a mask, a jetting machine, pumps and so on. Now, even IIT campuses don’t have that equipment. Is there any lab that has a ‘test mask’ even? Our men are going into talks and dying because of [lethal] fumes. A ‘test mask’ is an investment. You need a face-like structure and an artificial lung exposed to various environments to test its efficacy. And this mask needs to be standard equipment in every state. But these are things we never asked IITs to do, right?
This comment strikes a big nail on the head. It also brings to mind an incident on the Anna University campus eight years ago. To quote from Thomas Manuel’s report in The Wire on the incident: “On June 21, 2016, two young men died. Their bodies were found in a tank at the Anna University campus in Chennai. They were employees of a subcontractor who had been hired to seal the tank with rubber to prevent any leakage of air. The tank was being constructed as a part of a project by the Ministry of Renewable Energy to explore the possibilities of using compressed air to store energy. The two workers, Ramesh Shankar and Deepan, had arrived at the site at around 11.30 am and begun work. By 3.30 pm, when they were pulled out of the tank, Deepan was dead and Ramesh Shankar, while still breathing at the time, died a few minutes later.”
This incident seemed, and still seems, to say that even within a university — a place where scientists and students are keenly aware of the rigours of science and the value it brings to society — no one thinks to ensure the people hired for what is casually called “menial” labour are given masks or other safety equipment. The gaps in science education Sohoni is talking about are evident in the way scientists think about how they can ensure society is more rational. A society rife with preventable deaths is not rational.
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I think what science does is that it claims to study reality. But most of reality is socially administered, and so we need to treat this kind of reality also as a part of science.
No, we don’t. We shouldn’t. Science offers a limited set of methods and analytical techniques with which people can probe and describe reality and organise the knowledge they generate. He’s right, most of reality is socially administered, but that shouldn’t be an invitation to forcibly bring what currently lies beyond science to within the purview of science. The scientific method can’t deal with them — but importantly it shouldn’t be expected to. Science is incapable of handling multiple, equally valid truths pertaining to the same set of facts. In fact a few paras later Sohoni ironically acknowledges that there are truths beyond science and that their existence shouldn’t trouble scientists or science itself:
… scientists have to accept that there are many things that we don’t know, and they still hold true. Scientists work empirically and sometimes we say okay, let’s park it, carry on, and maybe later on we will find out the ‘why’. The ‘why’ or the explanation is very cultural…
… whereas science needs that ‘why’, and needs it to be singular and specific. If these explanations for aspects of reality don’t exist in a form science can accommodate, yet we also insist as Sohoni did when he said “we need to treat this kind of reality also as a part of science”, then we will be forced to junk these explanations for no fault except that they don’t meet science’s acceptability criteria.
Perhaps there is a tendency here as if to say we need a universal theory of everything, but do we? We can continue to use different human intellectual and social enterprises to understand and take advantage of different parts of human experience. Science and for that matter the social sciences needn’t be, and aren’t, “everything”.
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Science has convinced us, and is delivering on its promise of making us live longer. Whether those extra five years are of higher quality is not under discussion. You know, this is the same as people coming from really nice places in the Konkan to a slum in Mumbai and staying there because they want certainty. Life in rural Maharashtra is very hard. There’s more certainty if I’m a peon or a security guard in the city. I think that science is really offering some ‘certainty’. And that is what we seem to have accepted.
This seems to me to be too simplistic. Sohoni says this in reply to being asked whether science education today leans towards “technologies that are serving Big Business and corporate profits, rather than this developmental model of really looking critically at society”. And he would have been fairer to say we have many more technological devices and products around us today, founded on what were once scientific ideas, that serve corporate profits more than anything else. The French philosopher Jacques Ellul elucidated this idea brilliantly in his book The Technological Society (1964).
It’s just that Sohoni’s example of ageing is off the mark, and in the process it is harder to know what he’s really getting at. Lifespan is calculated as the average number of years an individual in a particular population lives. It can be improved by promoting factors that help our bodies become more resilient and by dissuading factors that cause us to die sooner. If lifespan is increasing today, it’s because fewer babies are succumbing to vaccine-preventable diseases before they turn five, because there are fewer road accidents thanks to vehicle safety, and because novel treatments like immunotherapy are improving the treatment rates of various cancers. Any new scientific knowledge in the prevailing capitalist world-system is susceptible to being coopted by Big Business but I’m also glad the knowledge exists at all.
VM
Sure, we can all live for five more years on average, but if those five years will be spent in, say, the humiliating conditions of palliative care, let’s fix that problem. Sohoni says science has strayed from that path and I’m not so sure — but I’m convinced there’s enough science to go around (and enough money for it, just not the political will): scientists can work on both increasing lifespan and improving the conditions of palliative care. We shouldn’t vilify one kind of science in order to encourage the other. Yet Sohoni persists with this juxtaposition as he says later:
… we are living longer, we are still shitting on the road or, you know, letting our sewage be cleaned by fellow humans at the risk of death, but we are living longer. And that is, I think, a big problem.
We are still shitting on the road and we are letting our sewage be cleaned by fellow humans at the risk of death. These are big problems. Us living longer is not a big problem.
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Big Technology has a knack of turning us all into consumers of science, by neutralising questions on ‘how’ and ‘why’ things work. We accept it and we enjoy the benefits. But see, if you know the benefits are divided very unevenly, why doesn’t it bother us? For example, if you buy an Apple iPhone for Rs. 75,000 how much does the actual makers of the phone (factory workers) get? I call it the Buddhufication Crisis: a lot of people are just hooked on to their smartphones, and live in a bubble of manufactured certainty; and the rest of society that can’t access smartphones, is left to deal with real-world problems.
By pushing us to get up, get out, and engage with science where it is practised, a better science education can inculcate a more inquisitive, critical-thinking population that applies the good sense that comes of a good education to more, or all, aspects of society and social living. This is why Big Technology in particular does not tempt us into becoming “consumers” of science rather than encouraging us to pick at its pieces. Practically everything does. Similarly Sohoni’s “Buddhufication” description is muddled. Of course it’s patronising towards the people who create value — especially if it is new and/or takes unexpected forms — out of smartphones and use it as a means of class mobility, and seems to suggest a person striving for any knowledge other than of the scientific variety is being a “buddhu”. And what such “buddhufication” has to do with the working conditions of Apple’s “factory workers” is unclear.
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Speaking of relationships:
Through our Public Health edition, we also seem to sit with the feeling that science is not serving rural areas, not serving the poor. In turn, there is also a lower expectation of science from the rural communities. Do you feel this is true?
Yes, I think that is true to a large extent. But it’s not to do with rural. You see, for example, if you look at western Maharashtra — the Pune-Nashik belt — some of the cleverest people live there. They are basically producing vegetables for the big urban markets: in Satara, Sangli, that entire irrigated area. And in fact, you will see that they are very careful about their future, and understand their place in society and the role of the state. And they expect many things from the state or the government; they want things to work, hospitals to work, have oxygen, etc. And so, it is really about the basic understanding of cause and effect of citizenship. They understand what is needed to make buses work, or hospitals function; they understand how the state works. This is not very different from knowing how gadgets work.
While the distinction to many others may be trivial, “science” and “scientists” are not the same thing. This equation is present throughout the interview. At first I assumed it was casual and harmless but at this point, given the links between science, science education, technology, and public welfare that Sohoni has tried to draw, the distinction is crucial here. Science is already serving rural areas — Sohoni says as much in the comment here and the one that follows. But many, or maybe most, scientists may not be serving rural areas, if only so we can also acknowledge that some scientists are also serving rural areas. “Science is not serving rural areas” would mean no researcher in the country — or anywhere, really — has brought the precepts of science to bear on the problems of rural India. This is just not true. On the other hand saying “most scientists are not serving rural areas” will tell us some useful scientific knowledge exists but (i) too few scientists are working on it (i.e. mindful of the local context) and (ii) there are problems with translating it from the lab bench to its application in the field, at ground zero.
This version of this post benefited from inputs from and feedback by Prathmesh Kher.
