Chemistry for Non-Scientists
T h e most recent manifestation of questions relating to chemistry instruction for non-scientists is a report of a conference convened under the chairmanship of the American Chemical Societv's 1978 nresident. Anna Harrison. to consider the role "f the ACS in pk,moting the education in chemtstry for the ernrml student one who dc~esnot rewire technical competence for career purposes. At least two decades ago oerceotive chemists and educators sensed the disparity between the content of chemistry courses and the needs i f the student, and there were local attempts to produce meaningful chemistry course.; for the nun-science major. Indeed, a decnde ago the pages' d t h r c A ~ u r n n lcnrrinl a report of a iymposium which exnlored the "basic ~ ) n h l e mof s h e l ~ i n estudents whme interestsLandabilities lie oitside of the fieG orscience to attain reasonable understanding of the conceDts and methods. the oi chemistry." A year accomplishments and c~~ntrit>utions later a suhcomm~tteeof the Di\,ision of Chemical ISducat~on presrnted a reportd on courses fur the non-science major. An atlelnD1 was rn:idc toclacsifv thecourse.; thrna\.nilahle, togivc a profile of the students inthese courses, and to suggest genera1 obiectives for such courses. ~ h achemistry i affects-r will a f f e c t t h e general student, whether he realizes it or not, cannot be seriously debated. The position of chemistry in the modern intellectual idiom is similar to that of languages in past times. Just as one could not he considered educated in those times without studying lanpages, today it is difficult to imagine an educated person who has not studied chemistrv. Chemistrv, .. for eoodor had.. is a .oart of this country's culture, and for that reason alone-although there are also other compelling reasons-deserves to be studied by the general student. The auestion before us, then, is not whether we should teach chemistry to the general student, but rather what aspect(s) of our science should he stressed. The previous editor (WTL) of this Journal wrote eloquently on this point.3
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. . . require that the course recognize the theoretical base of the science, that it provide an examination of important chemical orincioles to develoo a ~raetiealknowledee of the subiect. and that
derstanding the nature of matter. Up to the point of the ACS-sponsored conference in 1978, the resnonse to eeneratine material for the eeneral student was, mcrw or less, based un a cottage industry approach, reflectinr i~ooarentlv successful local courses. The r e ~ o r t of l the .. earlier symposium serves to illustrate the types of approaches that have been locallv successful, and others hased on more " r r l e \ w ~ t "nwdern material are prominent today. 'I'he ACS-wonsored conference aas useiul in the sense that it provided the basis for organizing integrated comments on chemistry for the general student. Although the conference was ostensibly organized to address the problems associated with "providing meaningful courses in chemistry for the
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'This Journal, 46,64 (1969). ZThisJournal, 47,159 (1970). T h i s Journal, 4 6 6 3 (1969).
general student" a t any or all levels of formal education, it quickly became apparent that the concerns of the participants went far beyond the original intent, and the subject was rapidly expanded to possible methods for developing ~. a scientificillv khemically) informd puhlic. The ACS-sponsored cmfrrencr concluded that two principal arguments are available for increasing the scienceeducation for the general student: a "use" and a "humanitarian" argument. The "use" argument centers about the observation that many of the public persons who are making value judgments today concerning the use of science and technology have not had a course in science since the ninth grade, and many have never had a course in either physics or chemistry a t any level. T h e "humanitarian" argument takes the point of view that students who have not had meaningful experiences in science courses are deprived, a part of them is left undeveloped, and society is ultimately diminished hv that loss. The general conference recommendations recoynile that a scientificall) informed puhlic 1s an intrrdisciplinary gval which requires attention throughout the life span of t h e individual. It was recommended that the ACS: (1) Seek guidance in the development of programs and materials from teachers with established track records. (2) Work with Boards of Education and the administrators of colleges and universities to obtain their cooperation in the development and implementation of programs in chemistry andlor multidisciplinary programs involving chemistry, (a) for
the eeneral student. and (b) to communicate with the adult oubiic.
young. (5) Evaluate current practices in communications with the adult public and significantly expand its activities in this area. (6) Develop,produce, and vigorously promote the use of curricular materials appropriate to the needs and interests of the general
student from the middle school through adult education. In spite of the persuasive arguments for intellectually engaging the general student, a number of institutional harriers were recognized. It was perceived that teaching courses for the general student inhibits professional advancement and/or standing of teachers. Administrative conflicts arise over the use of institutional resources for non-traditional courses. Tooic selection is imnortant because chemistrv must he oresented within [he framewurk ,rt e~aniplesthat i~wtivure,tudents rather t h m mhat teacher;; want or like tu tvarh. Finallv. there is a perceived disparity between the magnitude of the problem and the financial suoport available from universities. .. terhnological induitr11.s;and g(nwnnwtit :~ytmcit.s~ l ~ oitatt: th and federal,, all of u,hich anree . that scientific literacv is im. portant. Although there are valid reasons to believe in a flexible approach to teaching chemistry to the non-science student, it would appear possible to agree on a statement of the general goals of such a course (e.g., WTL's statement quoted above) as well as an acceptable sequence of examples which would fulfill those goals. Surely we could agree on so vital an issue to our culture if we came together with open minds. JJL Volume 56, Number 8,August 1979 1 489
