Abstract
This is a modest personal attempt to understand the ideology behind the current antiscientific trends in STEM, and more specifically in mathematics. In simplified terms, these trends can be traced back to a growing imbalance between the old ideal of fairness based on individual merit and the increasingly predominant, unrealistic expectations of equality of outcomes in all areas of human activities. I draw on specific examples and various scientific studies to show how these trends undermine the teaching of science in the US and, increasingly, research in STEM disciplines.
Original language | English (US) |
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Pages (from-to) | 432-458 |
Number of pages | 27 |
Journal | European Review |
Volume | 31 |
Issue number | 5 |
DOIs | |
State | Published - Oct 19 2023 |
All Science Journal Classification (ASJC) codes
- Geography, Planning and Development
- Political Science and International Relations