Science Centers and the Citizens of the Future: Do citizens need basic scientific knowledge in order

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Science Centers and the Citizens of the Future
Do citizens need basic scientific knowledge in
order to participate in a modern democracy?

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2003
1979
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Human Culture
Human Nature
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THEORY WITHOUT ACTION IS EMPTY. ACTION WITHOUT
THEORY IS BLIND.
Empty theory
High degree
Complex competence
Reflective practice Practical theory
Theoretical under-standing
Blind practice
Simple competence
Low degree
High degree
Practical usability
Low degree
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THE EDUCATIONAL ENCOUNTER
(legitimate illegitimate) (legitimate
illegitimate) (legitimate
illegitimate) Economy - Pedagogy/Culture
- Politics Demands for Learning Desi
re to Learn Natural science -
Psychology - Social science
characterized by a balance between meaningful
challenges (demands) and own engagement (desire)
The mutually respectful, acknowledging encounter
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• IF the demands for learning choke the desire to
  learn, here is the predictable outcome
• Participants have a duller life
• They learn less (slower)
• They forget more (quicker)
• They become less creative
• They become less socially responsible
• They will be less motivated for further studies

To no ones benefit
Everyone loses by this except the competitors
of course
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SOME PROMINENT BENEFICIARIES
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EVALUATION MUST CONTRIBUTE TO HAPPINESS AND
WELL-BEING - BY EASING AND ENRICHNING DAILY WORK
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GoodWork Project

• Really GOOD work is simultaneously
• Psychologically good (engaging, learning-rich,
  creative)
• Disciplinarily/technically good (living up to the
  standards)
• Societally good (contributing to a better world)
• - and it provides three STABLE anchors in a
  turbulent world

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COMPETENCE? HAPPINESS? PROGRESS?
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THREE ASPECTS OF HAPPINESS AND WELL-BEING

• Brief positive emotions order in body and mind
• Re. the past pride, serenity, satisfaction etc.
• Re. the now physical health, physical and
  psychological energy, inspiring settings, food,
  music etc.
• Re. the future security, confidence, trust,
  optimism, hope etc.
• Important preconditions for learning and
  creativity but rarely so in itself
• Longer lasting engaged immersion (flow) order
  in attention
• E.g. play, hobbies, reading, exiting work
  
  
• Often a very learning-rich and creative state of
  mind because it implies the combination of
  optimal challenge and concentration
• More permanent experience of higher meaning
  social and existential order
• The experience of being important part of
  something much larger than oneself
• Deeper foundation for learning and creativity

(Inspired by Csikszentmihalyi, 1991 and Seligman,
2002)
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ASPECTS OF HAPPINESS AND WELL-BEING
Flow
(Knoop, 2002 after Csikszentmihalyi, 1991)
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GENERAL PRECONDITIONS FOR FLOW

• Good opportunities for self-initiative and
  self-regulation under responsibility to the
  surroundings
• Concrete, energizing goals
• Manageable, unbureaucratic rules
• Flexibility to regulate challenges and
  competencies to match
• Ongoing, clear, non-humiliating, information
  about how well one is doing
• The possibility of being able to screen out
  distractions making concentration possible

(Knoop, 2002 after Csikszentmihalyi, 1991)
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THANK YOU !
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RELATED LITERATURE IN DANISH
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LITERATURE AND LINKS

• Knoop, H. H. Lyhne, J. (red.) (2005). Et nyt
  læringslandskab Flow, Intelligens og det gode
  læringsmiljø. København Dansk Psykologisk
  Forlag.
• Knoop, H. H. (2002). Leg, læring og kreativitet
  hvorfor glade børn lærer mere. København
  Aschehoug.
• Knoop, H. H. (2006). Når lysten til at lære
  overlever mødet med skolen. I Hejgaard, J. et
  al. Mit barn skal I skole. København
  Mejeriforeningen, Rådet for Større
  Færdselssikkerhed og Skole Samfund.
• Knoop, H. H. (2007). Wise Creativity and Creative
  Wisdom. In Craft, A., Gardner, H. Claxton, G
  (eds.) Creativity, Wisdom and Trusteeship .
  Thousand Oaks, CA Corwin Press.
• Knoop, H. H. (2007). Control and Responsibility
  A Danish Perspective on Leadership. In Gardner,
  H. (ed.). Responsibility at Work How Leading
  Professionals Act (or Don't Act) Responsibly. San
  Francisco, CA Jossey-Bass.
• Knoop, H. H. Gardner, H. (2001). Good Work in a
  Complex World. Cambridge, Mass. Harvard
  University.
• Lyhne, J. Knoop, H. H. (red.) (2008). Positiv
  Psykologi Positiv Pædagogik. København Dansk
  Psykologisk Forlag.
• Tidsskriftet Kognition Pædagogik. Virum Dansk
  Psykologisk Forlag
• www.universeresearchlab.dk
• My homepage at DPU / Aarhus Universitet