Download A Passion for This Earth: Writers, Scientists, and Activists by Alan Weisman, Richard Mabey, Rick Bass, Helen Caldicott, PDF

By Alan Weisman, Richard Mabey, Rick Bass, Helen Caldicott, Michelle Benjamin

David Suzuki's lifelong paintings as an environmentalist, naturalist, and scientist have prompted numerous others of their struggle to avoid wasting the planet, 20 such devotees of them have contributed to this inspiring assortment. those newshounds, scientists, writers and environmentalists have taken their enthusiasm for Suzuki's philosophy and funneled it into their very own own memories, manifestos, and essays: Rick Bass describes his love for the Yaak Valley in Montana; Richard Mabey takes readers to a moonlit could night in Suffolk; David Helvarg tells united states stirring seashore reminiscence from his early life. it doesn't matter what trip those writers take us on, the unifying subject in their paintings is usually an analogous: a deep and abiding love of nature — encouraged and shared via David Suzuki.

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Extra info for A Passion for This Earth: Writers, Scientists, and Activists Explore Our Relationship with Nature and the Environment

Example text

The curriculum did not venture beyond the boundaries set by the instructional materials (p. 66). Thomas Kuhn, in The Structure of Scientific Revolutions (1970) makes clear that science textbooks convey an image of what science is and how it works. He writes that “[m]ore than any other single aspect of science, [the textbook] has determined our image of the nature of science and of the role of discovery and invention in its advance” (p. 143). The significant role in instruction played by textbooks necessitates a look at how they portray the nature of science.

The force with which the outer electrons are held in the atom varies for different substances. The electrons are held more firmly in rubber than in fur, for example. Hence, when a rubber rod is rubbed by a piece of fur, electrons transfer From the fur to the rubber rod. The rubber therefore has an excess of electrons and is said to be negatively charged. The fur, in turn, has a deficiency of electrons and is said to be positively charged. (In Munby, 1976, p. 121) 22 W. CLOUGH AND H. , electrons are bound, dislodged, transferred) conveys an entirely different message concerning the ontological status of electrons.

Simply counting the number of times certain words or phrases appeared in the stories revealed some interesting differences between students who had received the three different teaching styles. For example (pp. 202-3): Pupils who had been exposed to the H style ofteaching used words such as ‘idea’, ‘think’, ‘thought’, ‘problem’, ‘question’, ‘test’, ‘testing’, ‘check’, and ‘clues’ more often than did those who had been in the I or V groups. Pupils from the I group seemed to favor words such as ‘record’, ‘recording’, ‘noted’, ‘sample’, ‘specimen’, ‘notice’, ‘look’, ‘observations’, ‘information’, ‘discovery’, ‘theory’, ‘pattern’, and ‘conclusion’ .

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