As a new year unfolds, the Perkin Post has decided to look into one of our key science teachers: Miss Scott. Embarking on a realisation of the value of science, not just a subject but a way of thinking- colouring each thought and action subconsciously in our lives.
Upon questioning, Miss Scott’s purpose as a teacher seemed clear: the inspiration of new generations to the haven the scientific industry can give. To colour each lesson with the knowledge garnered throughout her life, and to aid students with their learning.
Or so it seemed.
Gradually, however her motives became less and less transparent. Slowly, less of a reflection of her career, but the true reigns of her morality. Her role as a science teacher not just for us to gain knowledge, but ‘a role in society.’
This role in society she claims would be coloured by our scientific background: from analysing the information ‘we read daily critically, such as newspapers, to awareness when buying basic needs such as tablets.’ Clearly, seeing her purpose to not just enlighten, or provide a definitive future pathway but ‘purpose within us.’
This critical thinking, is what is so valuable in Miss Scott’s eyes to society now, in the provision of an improved society, tainted less with poverty and inequality. A prime example being sanitation: the knowledge we learn in science allowing us to make more valued judgements. Hence, making us more informed and willing to appease this problem, such as helping charities or volunteering.
However, Miss Scott remarks that this critical thinking is a skill, that can be contributed to through other factors such as the arts and reading. Reading in her opinion, making you not only ‘more curious and interesting as a person’ but giving a sense of awareness to the world around us. This culminated through both ‘recognition of certain traits within protagonists,’ and the written work. Examples, being the novel ‘Half of a yellow sun’ which Miss Scott says ‘struck awareness’ within her for the gender inequality present in society.’ Her quantitative and critical thinking, in turn allowing her to try and make change to this; applying ‘the realities of fiction to non-fiction,’ through trying to promote the STEM industry to the female gender.
To conclude, in Miss Scott’s eyes the value of science ‘is not just one, recognised within the lessons but a daily function’ colouring each of our actions. An industry not just fuelling our imagination, but inspiring us to propel society forward, through our awareness and understanding. An ability, that is also culminated through our morality, our critical thinking but also an appreciation of the arts and reading.
By Vanessa Grayd, William Perkin school
