Volume 14 Number 2
January 1975

R. M. Kalra

Science teachers, frustrated at their inability to motivate the native Indians, thrash around for answers. Is there no way in which we can avoid having to brand these students as failures and hasten them into becoming drop-outs? Where have we failed and is there anything we can do to hold out hope for brighter days for the native students?

It seems to the author that the failure is partly due to the present structure of our educational system. Based on the assumption that our culture is the "best," we totally ignore the rich Indian cultural heritage and their system of values. As Chief Dan George wisely said, "Don’t strip a man of his clothing and ask him why he is naked. Don’t filtch a man of his authority . . . his dignity as a man, then ask him why his culture is substandard" (see Reference 1).

Manipulation of the physical world is the very strength that our western culture has to offer. Our attitude is: Why can’t we teach these native Indian students to think logically, i.e., scientifically, to bring them into the 20th century? Why do they cling to their outmoded and obviously unsuccessful customs, when we can equip them to handle their problems and live more productive lives? The trouble with this type of thinking is: Is there enough truth in it to validate the demands for more technological information?

Unfortunately, there is enough narrowness and oversimplification to trap the unwary into believing that indeed, technology is a complete system of thought, and therefore the key to solving the problems of the native Indian people. In my opinion, there is a great danger in regarding science as a singular value system.

If the weakness of various ethnic cultures such as the native Indians is their resistance to scientific thinking, is not western scientific thought equally stubborn in its commitment to technology?

The introduction of newer curriculums of science (i.e., CHEM study, PSSC, BSCS, and other locally-developed programs) does not solve the problems of science education, since no single curriculum seems likely to meet the needs of our native Indian students. These students do not need a theoretical science course, but one related to their daily lives on the reserves, to their value system and to their cultural heritage.

To become an influential factor in the native Indian Renaissance our science teaching must derive its nourishment from their cultural heritage and value system. Science must become an integral part of their cultural fabric. No stretching of scientific ideology should lead our native Indian students to conclude that their entire past life has been a lie, and that their value system should be entirely replaced by one from an alien culture.

If the science can be comprehended in this context, it means an extended periphery to their modes of thought. Only then will our native Indian students be free to accept a non-totalitarian scientific literacy and not fear domination by it.

How then can science be taught to native Indian students in our secondary schools using the above approach? The primary aim of the science program should be to raise the level of scientific knowledge, skills and attitudes of the students to allow them to be more productive in their home environments. To accomplish this, science must be taught on three levels; the fact, the concept and the values level.

In teaching a unit on Water, for example, the teacher might pose the following questions:

Level I (facts). (1) In how many physical states does water exist? (2) What are the common sources of water? (3) What are the methods of making water potable? (4) What are common solvents? (5) What is the chemical composition of water?

Level II (concepts). (1) Demonstrate via certain lab experiments the various methods employed in purifying water. (2) How do you know water is pure? (3) What are the effects of drinking impure water? (4) Demonstrate via lab experiment the chemical composition of water.

Level III (values). (1) Why is water important to you? (2) What would you do without water? (3) Is the drinking water on your reserves fit for consumption? (4) If not, make a list of things you could do in your community (reserve) to improve the quality of drinking water. (5) What action, if any, are you going to take along these lines?

Notice the emphasis on the personal "you" in each of the above values-level questions (Level III).

Let us take as an example in Physics, the concept of machines which is commonly discussed in a science class:

Level I (facts). (1) What is a lever? (2) How many kinds of levers are there? (3) Describe the simplest form of lever indicating the position of fulcrum, the resistance arm and the effort arm. (4) How is a flag raised to the top of a pole?

Level II (concepts). (1) Draw diagrams of each type of lever showing the position of the fulcrum, effort and resistance.

Use a bar 10 feet long for the lever and a 20-pound weight for the resistance. Measure the effort with a spring balance and the distance with a meter rod.

Level III (values). (1) How do levers help you in constructing long houses? (2) How do you apply the concept of lever in a Kwakiutl Community house? (3) What machines do you use at home? (4) List all the simple machines you have at your house. Try to discover all the ways these machines could be used to help you do your work. (5) Make a list of the advantages and disadvantages to be gained by using simple machines to help you in your work.

If the topic were "Food," the same level system would apply.

Level I (facts). (1) What is the chemical composition of the human body? (2) What is food made of? (3) What are the different food substances? (4) What are some common vitamins? (5) How is food digested?

Level II (concepts). (1) Demonstrate via laboratory experiment that a living organism is made up of little divisions called cells. (2) What happens to food you eat? (3) What is the importance of protein in our food? (4) What are the advantages of a well-balanced diet? (5) What is the result of a poor diet? (6) How do vitamins help our body?

Level III (values). (1) Why do you eat? (2) Write a report about the balanced diet which you should take. (3) Make a list of the foods you have eaten during the past two days and compare it with the list of foods given in your textbooks. Are you getting enough proteins?

Equally important is Level III (value level), for it is directly related to the students’ own lives. Level III questions help provide students with a systematic and practical idea of the discipline of science and hopefully will motivate them to change their behavior by applying this knowledge to their own lives. Unfortunately, Level III is often ignored in science teaching, despite the fact that there are numerous examples available.

Furthermore, the value level also lays emphasis on the native Indian scientific cultural heritage, and this may provide a clue as to our ineffectiveness. The levels system opens the door to a humanistic approach to science teaching.

Historically, great civilizations are examples of cultural idealism and technology existing side by side. The wealth of scientific knowledge in all ethnic cultures gives testimony to the fact that science and technology are thousands of years old. The Industrial Revolution was an unprecedented acceleration and strong emphasis on this aspect of human activity. That the humanistic approach to teaching science to native Indians is perhaps our best hope of achieving success, was aptly summarized by I. I. Rabi: (see Note 2):

The above approach may encourage our native Indian students to develop pride in their scientifically rich heritage (technology) and an understanding of the world in which they live.

If we adopt the humanistic approach in science teaching, cultural confrontation may well be replaced by cultural co-operation and integration. In conclusion, let us think, organize and strive together, so that our native Indian students may improve their daily lives and contribute to the scientific world.

1. George, Dan (Chief), Canadian Conference of Social Welfare, Vancouver, 1967.

2. Harmin et al., "Teaching Science with a Focus on Values," The Science Teacher, January, 1970.

3. Rabi, 1. 1. (In the Impact Science Teaching), Vardya, N., The Impact Science Teaching, New Delhi: Oxford & IBH Publishing Co.

4. Raths, Harmin and Simon, Values and Values and Teaching, Columbus (Ohio): Charles E. Merrill Publishing Co., 1966.

Burns, Edward M. Western Civilization, New York: W. W, Norton Co., 1968.

Feige and Bradbech, Readings in the Philosophy of Science, New York: Appleton Century and Crafts, Inc., 1953.

Hall, Edward T. The Silent Language, Greenwich: A Fawcett Premier Book, 1959.

Stahmer, Harold, Speak That I May See Thee, New York: The McMillan Co., 1960.

The writer expresses his gratitude to Prof. L. Howe, Temple University, Philadelphia, for his valuable suggestions on the concept of "Values Clarification."