Leon M. Lederman

ABSTRACT

In the early phase of the 21st century, industrial and emerging societies throughout the world are deeply concerned about their educational systems. Education is deeply embedded in the culture of most societies and, in turn, strongly related to the economic and technological status of nations.

The combined growth of 21st century technology and globalization has vastly increased the stakes in science and mathematics education. More completely, STEM (Science, Technology, Engineering and Mathematics) is universally related to quality of life, environment, democratic process and prosperity. STEM education has two overriding objectives: (1) the creation of STEM experts to contribute to innovative, technological industry and (2) creating a population that can judge and encourage national decisions needed to solve local, national and international environmental problems as well as allocating resources for research and education appropriate for the 21st century.

In the U.S. STEM education has been studied exhaustively with increasing evidence of drastic failure in both objectives. U.S. is unique in its insistence on a decentralized, local system. We have 50 States, divided into 15,000 school districts, managed by Boards whose memberships are mostly devoid of educators or scientists. However, the problems are shared by many nations and the concerns apply to student apathy, poor teacher training, rigid and out-of-date curricula, textbooks, and educational technology. To these we can add parental indifference, the influence of media, the competition of easier avenues to success than science and mathematics with its small rewards and lack of popular appreciation.

My discussion will deal with these issues and emphasize the crucial role that scientists can play in solving the problems.