Perhaps the most important role of a teacher is to inspire students to value their intellectual and emotional abilities and to understand how they can use science to “improve the lives of those they have touched and the differences they have made” (quote from Dr. Steven Chu’s commencement speach at Caltech).  It isn’t enough to teach students to acquire scientific knowledge; we must find ways to help students use that knowledge in the service of others.

Teachers have been doing this for a long time.  However, the importance of this role is diminished with the increasing attention placed on achievement test results, and standards-based curriculum.

Teachers, perhaps as much as anyone, are reminded every year what the future is about because they work with youth who have their future before them.  Students look to their teachers for the understanding, knowledge and inspiration to acquire new tools to help them transition into adulthood.

I think that one of the most important aspects of teaching science, whether one is teaching physics, biology, chemistry or earth science, is to help students understand the dilemma we are in because of climate-change, AND to inspire them that science brings a sense of optimism in facing challenges, and that humans are capable of solving immense problems of this nature.

In a very recent speech, Secretary of Energy, Steven Chu noted what he called a remarkable scientific discovery:

For the first time in human history, science has told us that human activity is dramatically altering the destiny of our planet. Our carbon emissions since the beginning of the industrial revolution have caused the climate to change, and science is now projecting how our actions will affect the Earth fifty and a hundred years from now.

What I find appealing about Dr. Chu is his personal view on the nature of science, and how this view could be fundamental to the way and the purpose of teaching science.  Here is what he said about naysayers who believe it is impossible to transition to a sustainable world of nine billion people where the standard of living of everyone is substantially elevated:

As a scientist, I refuse to accept this judgment. Scientists, if not optimistic by nature, have to be optimistic by natural selection in order to be successful. Without optimism, we would not have the audacity to believe we can go beyond the discoveries of the giants that went before us. Nor would we be willing to take on challenges where others have failed.

Chu is calling on America to lead a new industrial revolution that that will lay the foundation for a sustainable energy future.  He informs us that energy efficiency and conservation will be central to our energy policy into the future, but that increased investment in alternative energies, nuclear power, nanotechnology, bio-energy—all will play an important role.

If you are not familiar with Dr. Chu’s ideas, I recommend that you read or watch his Caltech commencement speech.  It’s his kind of thinking that can lend enormous support to the nature of science teaching, and the role of “inspiration” as a vital aspect of professional science education.