Word: non-scientists
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...courses listed, only five are in the Natural Sciences, and only three of these do not have scientific prerequisites which effectively limit them to science concentrators. This is an insufficient number, especially when one notes that few if any of the regular science courses are suitable for the non-scientist who feels that some science, particularly broader principles and concepts, is essential to a liberal education in today's society...
...While scientists are usually capable of understanding the language of the philosopher, the historian, and even the art critic, "the non-scientist cannot listen to the scientist with pleasure and understanding," he said. "But despite its universal outlook and its unifying principle, its splendid tradition, science seems no longer communicable to the great majority of educated laymen," he observed...
...Council's other major recommendation, already condemned by most Natural Science lecturers, is clearly impractical. It would increase weekly section meetings of the elementary Natural Science courses to two--one for technical information, taught by a scientist, and one for discussion led by a non-scientist. How a non-scientist can lead a discussion on science, how administrative complications can be surmounted, how discussion can be split from technical understanding--these basic questions the Council's report leaves untouched...
They agreed that the introduction of two sections, one devoted to technical knowledge and the other to philosophy, would not work. "You can't separate the discussion of the philosophical from the technical aspects, and I can't see how anyone could expect a non-scientist to teach the philosophy of science," said Leonard K. Nash '39, associate professor of Chemistry and Nat. Sci. 4 lecturer...
...teach something of the "tactics and strategy of science" is the aim of the book's proposed course: the suggested method, to do so by using "case histories." In an introductory chapter President Conant develops the concept of the role of science in the non-scientist's education and responsibilities. There is nothing new here. From such diverse sources as the General Education Report and the Smyth Report on Atomic Energy, the growing need for some sort of mass comprehension of science has been iterated and reiterated. When President Conant concludes that the layman can best understand science through...