Towards a Transformative Science Education in Ethiopia-III
Part III- The paths to transformation
In the preceding blog article (part II), we established that the seeds of science already exist in Ethiopia and the concept of “science” is not as foreign as it is often assumed. Yet, when we introduced science in Ethiopia, we did it in a way that makes it a stranger and even to some extent in a way that cripples the independent thinking capacity of students.
Loads of scientific findings such as biology and chemistry have been taught in classes as if they were generated in a mysterious foreign way. Science is not as strange as it seems now in our schools. Science is just a systematic use of what we already know: logical reasoning, empirical evidence, and experiments. Now, students in Ethiopia are made captives by the theories and the information they have ingested for years. This is because science has not been introduced as just an “ordinary” knowledge production process, a process they should be acquainted with, as I elaborate later.
The problem of introducing science is now being manifested in Ethiopia. Arguably, Ethiopian students do not seem to be as independent and creative as earlier Ethiopian thinkers who invented beautiful architecture, musical notes, unique poetry, etc. Our minds seem to be forcefully channeled into just following scientific facts produced elsewhere. This could explain, for example, the overdependence of Ethiopians on foreign political theories rather than independently thinking about their own problems and coming up with original solutions. A good example is the importation of socialist theories from Russia in the recent past.
One of the greatest tragedies that could happen to a society is to abandon its own knowledge production process without any good replacement. Instead of introducing science in this manner, it could have been better in some ways to keep on trusting our traditional knowledge production process. In that way, at least slowly we could have figured out some original solutions.
Correcting the mistakes in our education system first and foremost entails giving back students what is already theirs– the freedom to think. Freethinking is the foundation of any knowledge system. We need to first gain our natural ability to solve our problems without any assistance from philosophy or science.
Freedom of thinking is the mother of both science and philosophy. In an uncertain world, after all we couldn’t only rely on a systematic body of knowledge. Our intuition may be irreplaceable in the events of uncertainties. The substantial role of tinkers at the start of the industrial revolution in Europe also indicates the power of a freethinking mind without much help from the systematic science.
Students starting from early ages should be allowed to think freely and reflect on their environment. Classrooms should be places where students start to learn to think and thereby unleash the greatest power of the 21-century, the human brain.
On the foundation of a freethinking mind, we could then introduce science, not just accumulated knowledge as it is done always but specifically the scientific method. Students starting from elementary school should start working on scientific research projects. In the current curriculum, students have to wait at least up to the end of their bachelor’s degree to learn the scientific method. This is simply wrong. It is like introducing a guest to people while covering his face. Science can’t be introduced without introducing the scientific method.
The current Ethiopian culture is scarce in the practice and thoughts of modern science. Therefore, students should be first familiarized with the very meaning of science, making inferences based on empirical evidence. Otherwise, it will be building a house without digging a foundation. Just like foundations are needed to forge the ground with the walls, we need to first dig into our tradition to plug the scientific method.
We first need to make a connection between our traditional knowledge production process and modern scientific thought. That is why the practice-oriented introduction of the scientific method is first needed before lecturing the thick science textbooks. In a developed country, where scientific thinking is, one way or another deeply rooted, we may not need to bother much. But for Ethiopia, where modern science has not set its foot well in the culture, we need to first familiarize students with the scientific method and the very thought behind it.
Here, I want to underscore that introducing science is not replacing Ethiopia’s values and beliefs. Science is just a tool that could improve our day to day life. It even relies on faith (axiom) that the truth is independent of the observer. Science cannot be a replacement for our values and beliefs that may transcend observable evidence. This is a broad topic by itself and I leave the discussion for the future.
The scientific method could be incorporated in schools’ curriculum through practice-oriented mini scientific projects. This process doesn’t necessitate a well-equipped laboratory. In fact, in the way science is taught now in Ethiopia, giving modern laboratories for every school wouldn’t change much. What we need is a simple practice of science with what students have in their environment. For example, this may involve simple biological experiments to see how watering levels affect crop yields. Or a mini scientific project could depend on a small-scale social survey.
The ultimate goal of practice-oriented education is to enhance the skill of students in scientifically thinking and scientifically understanding their environment. What is key here is that students understand the idea of empirical and logical knowledge production processes.
Conclusion
To sum up, science education in Ethiopia needs major changes. Our approach needs to urgently change from focusing on science as accumulated knowledge to science as a method of producing knowledge. This could be achieved by familiarizing students with the scientific method and its thoughts starting from an early age. As I said earlier, to try to introduce science without introducing the scientific method is like introducing a guest covering his face.
Besides, science education should be founded on well-promoted freedom of thinking. The freely thinking mind is the source of science and philosophy and we need to ensure that science is built on its foundation.
Finally, translating the word ‘science’ into local languages is urgently needed. We can’t just afford to use a foreign word for one of the most important pillars of civilizations, knowledge production. I leave the assignment to language experts. Simple words could work, like “ስነ እውቀት”.
