The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance

At the end of the dark ages, anatomy was taught as though everything that could be known was known. Scholars learned about what had been discovered rather than how to make discoveries. This was true even though the body (and the rest of biology) was very poorly understood. The renaissance eventually...

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Autores principales:	Robert R. Dunn, Julie Urban, Darlene Cavelier, Caren B. Cooper
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/04605fcad39b4652bc0c05ec0abd82db
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spelling	oai:doaj.org-article:04605fcad39b4652bc0c05ec0abd82db2021-11-15T15:16:53ZThe Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance10.1128/jmbe.v17i1.10491935-78851935-7877https://doaj.org/article/04605fcad39b4652bc0c05ec0abd82db2016-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i1.1049https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885At the end of the dark ages, anatomy was taught as though everything that could be known was known. Scholars learned about what had been discovered rather than how to make discoveries. This was true even though the body (and the rest of biology) was very poorly understood. The renaissance eventually brought a revolution in how scholars (and graduate students) were trained and worked. This revolution never occurred in K–12 or university education such that we now teach young students in much the way that scholars were taught in the dark ages, we teach them what is already known rather than the process of knowing. Citizen science offers a way to change K–12 and university education and, in doing so, complete the renaissance. Here we offer an example of such an approach and call for change in the way students are taught science, change that is more possible than it has ever been and is, nonetheless, five hundred years delayed.Robert R. DunnJulie UrbanDarlene CavelierCaren B. CooperAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 1, Pp 4-6 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Robert R. Dunn Julie Urban Darlene Cavelier Caren B. Cooper The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance
description	At the end of the dark ages, anatomy was taught as though everything that could be known was known. Scholars learned about what had been discovered rather than how to make discoveries. This was true even though the body (and the rest of biology) was very poorly understood. The renaissance eventually brought a revolution in how scholars (and graduate students) were trained and worked. This revolution never occurred in K–12 or university education such that we now teach young students in much the way that scholars were taught in the dark ages, we teach them what is already known rather than the process of knowing. Citizen science offers a way to change K–12 and university education and, in doing so, complete the renaissance. Here we offer an example of such an approach and call for change in the way students are taught science, change that is more possible than it has ever been and is, nonetheless, five hundred years delayed.
format	article
author	Robert R. Dunn Julie Urban Darlene Cavelier Caren B. Cooper
author_facet	Robert R. Dunn Julie Urban Darlene Cavelier Caren B. Cooper
author_sort	Robert R. Dunn
title	The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance
title_short	The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance
title_full	The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance
title_fullStr	The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance
title_full_unstemmed	The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance
title_sort	tragedy of the unexamined cat: why k–12 and university education are still in the dark ages and how citizen science allows for a renaissance
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/04605fcad39b4652bc0c05ec0abd82db
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The Tragedy of the Unexamined Cat: Why K–12 and University Education Are Still in the Dark Ages and How Citizen Science Allows for a Renaissance

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