Scientists Debate Claims Of Afrocentric Teachings
An effort to establish a multicultural approach to science education at the precollegiate level has sparked a contentious debate. The debate centers on whether an widely-adopted Afro-centric science-curriculum document promotes “pseudoscience”. The panel discussion, organized by Bernard Ortiz de Montellano, an anthropologist at Wayne State University, aimed to showcase how African, Hispanic, and Native American influences could be integrated into traditional science teaching without disregarding established scientific truths. Participants argued that science should reflect the contributions of people of color, both in ancient and modern times, for various reasons, including reversing historical bias against minorities in the sciences and reflecting the diversity of the American workforce.
Mr. Ortiz de Montellano raised concerns about the alleged inclusion of “pseudoscience” in the “baseline essay” for science developed in 1989 for Portland public schools, which has been adopted by several urban school districts across the country. The essay, written by Hunter H. Adams 3d from the Lifeways Sciences Institute in Chicago, discusses Egyptian contributions to astronomy and other sciences that are recognized by Western science, albeit sometimes overlooked. It also highlights the significant contributions of prominent African-American scientists. However, Mr. Ortiz de Montellano argues that the essay contains questionable information, such as claims that the Egyptians built and used gliders for transportation and had telekinetic powers.
Moreover, the essay suggests that ancient Egyptians and contemporary Africans saw no distinction between science and religion. Mr. Ortiz de Montellano acknowledges that the baseline essays were not intended to be used as curriculum but as reference materials for teachers to incorporate multicultural content into science classes. However, he argues that their impact on teachers, who often cannot verify the information through original research, could be detrimental. Supporters of Mr. Adams, led by Carl Spight, a physicist and director of scientific research for Jackson & Tull in the Chicago office, strongly disagreed with Mr. Ortiz de Montellano’s critique. They accused the American Association for the Advancement of Science (A.A.A.S.) of launching an unfair attack on Mr. Hunter.
Efforts to integrate perspectives of minority groups into traditional curricula have been ongoing nationwide and have faced varying degrees of success and criticism. Controversies have primarily centered on subjective subjects like history and the humanities. However, science education has traditionally been viewed as a means of conveying objective empirical knowledge, relatively free from cultural bias. Panelists, however, pointed out that science courses often neglect the mathematical, mineralogical, astronomical, and botanical discoveries made by African and Hispanic cultures prior to European contact. They argued that incorporating the trade patterns of ancient Africa and the knowledge of Indian astronomy concepts, as well as agricultural and nutritional techniques from the New World, could enrich the science curriculum.
Mr. Adams puts forth the notion in his paper that the process of inquiry known as science is neither devoid of values nor detached from culture. Moreover, he criticizes Mr. Ortiz de Montellano for persistently upholding the fallacy that science inherently embodies value neutrality and objectivity.
