Diversity Is an Asset to Science Not a Threat

Abstract

In this paper, Critical Realism is used as a theoretical framework to show that diversity is an asset to science not a threat. Critical Realism situates the reliability and reproducibility of science in the realm of the real and thus relocates the notion of “objectivity” from the person of the scientist to the process of science. This means that it no longer necessary to attempt to minimise the person of the scientist in pursuit of rigorous knowledge. The implication is that diversity both in terms of intellectual training (within limits) and in terms of being multicultural, gender, sexuality, multilingual, is revealed to be an asset. This is because the construction of knowledge draws on personal experience and having people with divergent experience interrogating the same problem is more likely to provide a reliable, reproducible solution. In the latter parts of the paper, the implications for teaching are described. In addition, it is demonstrated that this argument can be extended into different knowledge areas.

Embodiment Matters in Knowledge Building

“…Their historical and socio-cultural context including their educational background will all influence the way in which the experiment is carried out and the way in which the data gets interpreted. Furthermore, the personal metaphors that the individual scientist uses to imagine their work is deeply impacted by their own web of interests and life experiences (Blackie, 2021(Blackie, , 2022. We must retain the notion that it is impossible to separate ourselves from the whole that we are exploring (McGilchrist, 2021).…”

“…The separation of knower from knowledge means there is no recognition of the ways in which the knower has been shaped by their lifeworld (Blackie, 2021). As a consequence of the modernist conceit to prioritise science and reason over imagination and intuition, knowledge is presumed to be socially neutral.…”

A practice-based guide for creating STEM service learning courses

“…Using the SL pedagogy facilitates student exposure to a greater diversity of people, cultures, contexts and ideas outside of the classroom (Gross & Maloney 2012). This exposure to diversity and increased interactions with people from different contexts and backgrounds 'is [an] essential part of the wonderful [scientific] creativity that can emerge when different people work alongside one another' (Blackie 2021). In this way, service learning can act as a conduit to scientific advancement.…”

Science and language, knowledge and power

“…This is because knower acknowledgement can, at times, threaten the principles for building 'objective' knowledge in particular disciplines. Yet as Blackie 10 argues, it is the social practice of science -that is, the act of practising scientists testing and refining theory -that enables disciplines to develop and grow in accuracy over time. A consequence of this interaction, however, is that social power shapes the development of science and the cultures in which the science occurs.…”