I recognize that a great deal of work went into the Physics Survey Overview Committee’s report Physics in a New Era: An Overview, which was discussed by Thomas Appelquist and Donald Shapero (Physics Today, Physics Today 0031-9228 54 11 2001 34 https://doi.org/10.1063/1.1428434 November 2001, page 34 ). However, I am disappointed by the generalities and platitudes in the recommendations. There can be little disagreement with any of them, but I wonder if we needed to expend all the time and money to come up with just these. Such reports have little more result than has come from congressional hearings to eradicate drug smuggling or to improve Scholastic Aptitude Test scores in high schools.
A major problem confronting society is the lack of knowledge among the public as to what science is, what constitutes scientific thinking and analysis, and what science’s criteria are for determining the correctness of statements about the phenomenological world. Given this lack of knowledge, it is not surprising that pseudoscience, antiscience attitudes, and calls to return to medieval, anthropocentric, and scriptures-based worldviews abound. There needs to be a carefully considered plan of action to promote science and to inculcate appreciation for, and sensitivity to, science as a cultural enterprise that is beyond laboratories and the intellectual ivory tower of academic seclusion.
As is done occasionally with public service messages about charitable acts, respect for other cultures, and tolerance to all nonhurtful belief systems, the basic results and worldviews of science and scientists could be shown briefly on TV screens during commercial slots of popular shows. One can learn from Madison Avenue in this context. If we can spend millions of dollars to convince the Islamic world that we oppose terrorists and not the peaceful religion of Islam, it is worth spending money to excite the public about science.
Along with religious values, traditions, and sensitivities, one may also teach children in places of worship (churches, synagogues, temples, mosques) about the human body and stars, about magnets and free fall, about the magic of numbers and symmetries. Scientists and teachers could help develop such science units for Sunday schools, where sane and civilizing values are inculcated.
Newspapers could publish more frequent columns on aspects of science, present or past, especially in their children’s section.
Unless we reach the general public and especially our young people, science can never become integrated with society, and the majority may continue to have distorted views and negative attitudes regarding science.
