write an article on the uses of Science and scientific thinking for development of society
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Explanation:
A core ability for food science professionals is the ability to communicate scientific information to clients, including other scientists, managers, and the public. Underlying the ability to communicate scientific information is the ability to think like a scientist. Thinking‐like‐a‐scientist is a process in which we: 1) ask questions, 2) define a problem scientifically, 3) seek evidence, 4) make decisions based on evidence, 5) consider implications and applications of decisions, and 6) revise and reflect (Williams and others 2004). Food science professionals need to ask questions, seek evidence, plan thoughtfully, and interpret, reflect, and revise constantly.
This approach to thinking is a key standard of professionalism that food science educators must help students achieve and value as an enduring habit for food scientists. Food science students participate in laboratories in which they record observations, apply trial and error, apply critical thinking, and use credible sources of information. In food science professions, performing and analyzing experiments, collecting and evaluating quality assurance data, and determining evidence‐based approaches to food manufacturing problems are a few examples of the abilities to think‐like‐a‐scientist.
Defining scientific thinking and best practices for scientists, while crucial, is not easy. Babbie articulated a key issue as he observed that objectivity and reality are only approximated by human agreement, that is, intersubjectivity. Human agreement about reality can be supported by careful measurements using reliable and valid devices insofar as possible, and by processes of rigorous peer review (Babbie 2005). Scientism, a belief that discovering and using facts is a preferred approach to resolving controversy, continues to be central to decision‐making, even though facts are often in dispute and political sides may ignore inconvenient aspects of existing data (Kleinman 2009). A belief in technological progress, the superior ability of new approaches to gathering information, and interpreting the world in decision‐making is also taken for granted (Kleinman 2009). We contend that it is crucial for scientists to practice science rather than express a belief in the value of science and technological progress. Social constructionism (Burr 2015) is a necessary perspective that scientists need to include in their practices while seeking reliable information.
The process of educating students is inherently social. We need to be vigilant not to take “truth” or observed reality for granted. We need to help students appreciate that. Social constructionism reminds us always to remain skeptical and critical. Food scientists need to take differing perspectives on science into account as they navigate careers in which they will always encounter controversial issues. New scientific data are always emerging and new technologies developing. Society must weigh carefully social costs and benefits. Thinking‐like‐a‐scientist offers a framework that may help us confront and manage an always‐changing world.
Uses of Science and Scientific Thinking for the development of the Society
Science has become indispensable in our day to day lives. All the electronic devices we use in our daily lives, namely, computer, television, AC, cars, mobiles, electronic devices used in the hospitals, households, offices etc are the product of Science. Years of research in Science has enabled us to lead a life full of luxury and all the comfort that we experience. Scientific thinking has enabled us to overcome our superstitious minds and lead a more independent and liberal life. For instance, many years back when somebody was ill people used to get involved in religious activities instead treating them accurately. But after the invention of medical science, a patient is treated by a doctor with medicines which saves millions of lives. So without science and scientific thinking the society cannot prosper.