Science and Democracy Since the end of World War 11, science and technology have become increasingly significant and influential in human affairs. However, other than the flurry of effort that followed the appearance of Sputnik, relatively little has been done to insuriihe scientific and technological literacy of the citizens who are the ultimate beneficiaries uf developments that stem from scientific and technoloeical advances. Indicators that are supposed to reflect, a t least some, aspects of scientific literacy are deteriorating, suggesting that the problem is serious and becoming more so. Some commentators feel the problem threatens the conduct of research in this country, others feel it erodes our economic vitality, and still others see i t as a threat to the democratic process itself. The implications regarding research could be imagined as a "special interest fear", hut the other two certainly affect a far greater cross section of the populace. At a time when our society is becoming increasingly dependent upon technical knowledge, ignorance of science and technology appears to be widespread in the general population as well as the sunoosedlv educated. The American pub.. lic school system, although it may not he wholly responsible fur the vublic's scientific illiteracv, contrihutes to the roblem. he available data suggest that on average, high school students take onlv one vear of science: fewer than half take three years of mathematics. Is it surprising then that a recent survey by the International Association for the Evaluation of ~ducationalAchievement found that American 14year-olds ranked 14th (out of 17 countries participating) in science and mathematics achievement? American 17-yearolds placed in the bottom quartile in biology, chemistry, and physics. Colleges are not without influence on the state of scientific illiteracy in this country. Large numhers of graduates receive their degrees without any significant study in science or mathematics. Thus, our system of post-secondary education has produced several generations of young people who are essentially ianorant in science and incompetent in mathAmerican adults cannot distinguish between ematics. astronomy and astrology; many believe that their well-being can be influenced by crystals. A recent nation-wide survey of 2000 adults found that two-thirds did not understand the terms "molecule", "radiation", or "scientific study"; threefourths did not know the significance of the term "DNA". More than half believed that scientists nossess a Dower that makes them dangerous, yet, a t the same time, they expressed the belief that leaders and exuerts should be trusted. The implications nre staggering in a world where physicists probe the extremes of cosmic crtatim, I~iologistslay bare the fun~
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damentals of life processes, and engineers challenge the design limits of everythina from hypersonic aircraft to comDute;rechnology. \v; are at risk as-ination if the general p;hlic is unable to distinguish sense from nmsense in the domain of science and its applications, if the electorate is unable to comprehend the critical arguments at the intersection of science, technoloav. ... . and public oolicv. . - . or if the work force cannot meet the technolo&sal standards of our competition from abroad. A scientificalls illiterate neonle cannot make well-informed decisions on t h e technical &sues that affect our society, for example, weighing the risks and benefits of future energy sources or gene-splicing in plants and animals. A democratically-based society cannot wrosper when a sienificant proportion of its citizens do not have even a vague understanding of the scientific and technoloaical urinci~les . that influence their society. Scientific illiteracv threatens the scientific enternrise as. for example, in the sanctions against DNA research or the use of radioisotopes and radiation in medicine and medical research. It is no accident that the medical applications of nuclear magnetic resonance spectroscopv .. have found areat success under the name "magnetic imagingz'-not nuclear magnetic imaging or some other designation incorporating the word "nuclear". The same illiteracy is evident in the popular helief that a cure for AIDS would be at hand shortly if enough money were made available by the federal government. Many critics want scientists to stop wasting time on basic research related to the immune system and spend this time finding a way to kill the AIDS agent. If a wider understandine of the nature of science ~ ~ and ---- ~ technology-their strengths and weaknesses-cannot be promoted, it is hiahlv likelv that the enternrise of science and, indeed, the essence of democracy as weknow it, will be in danger. Under such conditions, economic necessitv could force a-divisim of the populace into relatively small~groups of people who are sufficiently trained to devise and operate increasingly complex technologies. In this scenario, the remainder, that is, the great majority of the people, becomes increasingly removed, indifferent, and, perhaps, hostile to the subjects that form the basis of their benefits. As we approach the next century, we must recognize the exceptional demands that are being placed on the educational system. T o insure that we will have the caoacitv . - to meet these challenges, we must begin to make a case for a more sustained national commitment to achieve a markedlv hiaher level of popular scientific literacy than obtains c u r ~ e n ~ l y . The very basis of our existence demands such action-now. ~
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JJL
Volume 65
Number 8 August 1988
653
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