This should be no surprise – it’s directly linked to irrational thought processes
A few days ago I referred to an interview, published around two years ago in The Times, with a professor of education at the University of Malta, who said that education in this country is a tragic cycle in which people are deliberately trained in uncritical thinking, from their earliest years.
The consequences for Maltese society, he said, are worrying because all these people who are completely unable to think critically are at the same time expected to make decisions – those decisions of adulthood – which should be based on critical thought and a proper analysis of facts and information.
He had mentioned the vote and the democratic process in particular, but if you think about it, the main problems are caused in people’s ordinary lives. They are simply unable to have insight into situations or correctly assess other people and their intentions.
It is in this context that we should look at the report, published in Times of Malta today, about how Malta comes bottommost in the science league tables in the European Union. That’s right: we’re 28th, the very last.
Maltese people know next to nothing about science, did not know how to answer even the simplest questions about how science affects their life (they left those blank), and feel alienated by the scientific.
It would be a mistake to look at this in terms of science and scientific training only, trying to improve interest in both. Lack of knowledge of and interest in science is not an isolated problem requiring a specific solution, but is the result of a much deeper, far more fundamental problem: irrational thought and the inability to think analytically and to process facts and information.
Maltese people are not scientifically inclined precisely because they lack the rational mind that is an absolute and indispensable requirement for any scientific endeavour.
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In my view there is another reason for the relatively low number of students choosing science degrees in Malta.
This is the lack of career opportunities for science graduates.
An article by Ivan Debono, a Ph.D graduate, published in 2012 (link below) explains this much better than I can.
The reality is that science graduates will have to accept that they can only find a suitable career if they are prepared to move outside Malta, which for them may be a good thing, but it would still be a ‘brain drain’ for the country.
http://www.timesofmalta.com/articles/view/20121014/education/Do-not-choose-science.440993
What that article says is that science careers are practically non-existent everywhere in Europe, not just in Malta.
The fact still remains that irrespective of chosen career paths, most are unable to critically engage with what they read, see, and hear.
We are indoctrinated at a young age to accept anything and everything at face value: from the existence of God to our strategic role in the Med, from our “unique” history and culture to what we read on the papers, from what our teachers tell us to what our friends say. This trait is also very clear in Arab countries.
All disciplines require a very special form of reasoning and challenging received views: Science is one example, philosophy is another.
Percentages of O, A, and degree level passes are not the proper metrics for rationality and critical engagement. The latter skills are only acquired to broad reading and extensive coaching (other activities that most Maltese seem to hate).
I’m a bit baffled by the last paragraph of the Times article – the 40 hours of science a week is either a typo or yet another proof that even the reporter can’t think critically.
[Daphne – Going on the basis of experience, I would say it’s four hours.]
Then that is the same amount as in Germany. It’s only when pupils take a science option from Form 3 (like here) that the weekly hours increase to eight.
[Daphne – I don’t think that’s the case here in Malta. I think the four hours are when you do take a science subject. It was actually a lot worse when I was at school in the late 1970s, and there you have much of the explanation for those survey results. It was only the minority who actively chose science subjects who were taught sciences. The vast majority of people in my generation, right up to when the system changed years later, learned absolutely no science at all. Nothing.
I was a science pupil, and back then we couldn’t pick among the science subjects selectively, but had to take the lot: chemistry, physics and biology were all compulsory for science pupils. (General science and human biology were not on the syllabus, but I took private lessons outside school hours in those.) But even so, I don’t think we had more than four hours of lessons a week in all those subjects put together.
When I was in third form, our physics lessons were not even in school hours: science pupils had to stay at school after everyone had gone home, every Wednesday, for an hour of physics. Then we had to take the public bus home from Mdina to, in my case, Sliema – which took almost two hours. And we would have had no lunch bar a sandwich brought from home.
As for chemistry, we didn’t even have a laboratory. Our experiments were theoretical exercises on paper and in three years of biology, we never dissected anything (because there were no lab and no instruments). Once, in despair, our teacher brought her own frog and instruments and dissected it on a table borrowed from the (decaying) library. And this was a fee-paying private school, one of the top two for girls. Because of this absolutely terrible way of teaching, my lifelong enthusiasm for sciences had taken a real knock by the time I reached sixth form.
But it’s important to remember that the system I described means that the vast majority of Maltese adults aged 35+ learned absolutely no science at school – nothing at all. Under that system, those of us who chose sciences started from scratch: we started physics from scratch, biology from scratch, and chemistry from scratch. Before that we had learned nothing beyond the classification of things into ‘living’, ‘dead’ and ‘never alive’, and similar rubbish. The science class, in every school, was always the minority. In our case (St Dorothy’s Convent) there were 30 girls in the science class and 60 girls in two ‘arts’ classes. Those 60 girls learned no science at all – zilch. And by 60 girls, I mean 60 in every year. In every year, it was standard to have one science class and two so-called ‘arts’ classes.]
Actually my experience in the late 80s was similar. A different church school and I chose the Sciences in Form 3.
I did study Science, History and Geography in the years leading up to Form 3. In that year, I had to drop History and Geography – they remained available only to the ones who choose the 3rd stream of typing and shorthand.
As I chose chose the Sciences stream, I left school with absolutely no clue of basic economics. My knowledge of history is abysmal compared to many of my non-Maltese friends – imagine, we never even touched on the World Wars. But we did study the Tudors. The mind boggles.
I don’t think the lack of critical thought has anything to do with teaching of Science subject. Science can be taught by rote, just like any other subject.
I believe it has more to do with not teaching the scientific method. The method is the very definition of critical thought:
Form hypotheses
Observe data
Refine hypotheses to fit the observed data
Rinse and repeat as necessary
This method can be applied to Physics or pure science subjects just as well as English Literature or Economics.
Hm, that explains why my husband (same generation), who had no sciences at all, is at war with anything that has more than two buttons and shows no interest whatsoever in anything scientific.
However, then it does not follow that just because one had no training in sciences, one also lacks critical thinking and analytical skills. He’s very strong in both.
[Daphne – Yes, your husband and I are exactly the same age. But Katrin, he is a very singular exception in that, and conspicuously so.]
Early 80s St. Aloysius College was the same, except that we were one commerce class, and practically three science classes, that’s your staple physics, chemistry, biology.
No dissections either, and physics lab was after hours on a Thursday. Could have been a lack of teachers.
Then we wonder why Malta, a microstate, cannot develop its own comparative parameters.
@rc
I agree with you. Perhaps then what is missing is training in philosophy of science. That would provide the basis for critical engagement, rational analysis, and interpretation.
That said, modern schooling remains heavily oriented around memorisation of useless “facts.”
Not to mention that the absolute majority in our schools never read a newspaper, foreign and Maltese, and their general knowledge was “zilch”.
I was a science student in the 80s in a church school – one that had the reputation of churning out the best science students.
My experience was not so different from yours, however, Daphne, except that in our case physics was compulsory from form 1. One then chose sciences in form 3, which meant adding chemistry and biology.
We did have labs but they were mostly reserved for the sixth formers and we rarely had any access to them, with the notable exception of the computer lab, to which we had free and unfettered access, as well as regular sessions.
As for the general shortfall in scientific education, I believe that while the situation in Malta is grim, it is similar in many countries in Europe. “Rocket science” is nowadays the idiomatic term used for something that is utterly incomprehensible (when “rocket science” is actually not a particularly hard study, being more akin to engineering than science – but this is beside the point).
It never ceases to rankle for example, when every time the BBC run a science-related item, the commenter du jour never fails to underline how utterly ignorant of basic scientific concepts he is.
Not only is being scientifically illiterate perfectly acceptable for a media person – it is sometimes almost expected. Just imagine if a newscaster consistently admitted on air how ignorant and uninterested he is in classical music, or current affairs, for example.
He would immediately label himself as an ignorant redneck and be yanked off the air without further ado.
I think that whatever subject one directs oneself to or is directed to, it is the depth and method of enquiry and application that counts.
In Malta what counts in practice is survival at a social level not an intelligence level. The two have different reward systems, and the different systems have always existed between purely commerce led society and the intelligentsia supposedly assisting in the production of the actors.
What is lacking in Malta is the genuine recognition either side, and so awful compromises and reaches up the ladder have been made to sacrifice both.
Where exploration of any issue is aborted half way, and merit is through allegiance, the general track choose the easiest and more glamorous way out, or forward.
The production of an interesting opinion or idea leads towards a minefield, generally of ego laden emotion and agendas. This is learnt early on in one’s career.
In Malta, it is best to keep ones ideas under wraps.
The fact of the matter is that in Malta it pays to dumb down, regurgitate and kowtow, at almost every level but the fully autonomous track, which is rare.
Research is also dumbed down, if not quasi non-existant.
The quality of teachers and lecturers would be a focus to zoom in on.
Once a lid’s put on that, of course, life’s a party.
Financial Services are no science subject, but are particularly suited to the Maltese mindset.
Science offers no evident in-your-face instant glamour, no ’employment’ certainty.
To get on with things today, one needs financial certainties.
To hell with the economic basis to those certainties.
“How on earth could science be directly connected to commerce in today’s world?”
If that’s the spiel from government councils where top level local scientists find a closed door, why show any surprise?
I’m all for science, maths, geography and history subjects right up to upper sixth level for all.
Perhaps then we can start comparing: When the component elements in the base of certainties changes.
I had to ask my daughter (Form 5). At the school she attends here (same as your sons), the four hours of science are compulsory for everyone. Others in her grade, who take the science option have eight hours, and some even have twelve hours of science.
[Daphne – That’s good. Mine took sciences too, but that would be 10 to 15 years ago now, so I wouldn’t remember (even if I knew in the first place…).]
I believe that our main problem here is the fact we are not inquisitive enough. We do not do enough research. We want the easy way out.
Look at our tourism industry, for example, we have been promoting the same five areas for over fifty years now because we are just too lazy to try anything different, to take risks, yes, even to be innovative.
This same lethargy is apparent in our writing and journalism. We are content (present company excluded, of course) in “cut and paste” journalism, rather than investigative work.
This same apathy is apparent in our everyday living. We are creatures of habit, and not adventurers. Yet ee need a little adventure if we want to really go places.
We need to ask real questions if we REALLY want to learn more and we need to take risks to grow. This is how we moved ahead in the last 25 years ago. We started to grow. Now it is back to apathy, I am afraid.
Couldn’t agree more.
When science is removed from the arts and its inverse, the human brain is adulterated of what makes it complete.
I’ve been called a sophist just because of that statement.
And if you want lazy, just come up with something different, into which you’ll have poured all yourself, and they won’t stop asking. Marelli how nice, only to go and attempt a copy.
The Maltese do not, as a people, trust themselves. Even because they don’t really like to commit the soul and expose it in sincerity to others. When discipline, a rational, scientific sometimes a restrictive and tortuous path, is shirked, there’s no trace of any structural mentis to hold it together.
Been to Targa Gap’s arts and design school, students are either expressive on canvas or regimentally exercised in geometry, the fallacy of form versus function imposed with dogmatic finality.
And yet they’re so close. What they’re moulded into instead, is followers. That V18 cartouche proof. Leaving us incapable of processing information, let alone describing and passing it on efficiently.
Interface and pedagogy are not of this place, at least not yet.
I agree with this article.
And this year’s Notte Bianca was so unattractive for the same reasons. Lack of science/culture and nothing particularly interesting this year, plus the weather, meant less people attended this year.
Lack of knowledge of and interest in science is not an isolated problem requiring a specific solution, but is the result of a much deeper, far more fundamental problem: irrational thought and the inability to think analytically and to process facts and information.
As someone who isn’t scientifically inclined myself, I wholeheartedly agree with this.
The impression I get is that most people in Malta live in a isolationist bubble and do not care about the hows and whys of their everyday existence.
As long as there’s water in the tap, they don’t care if it’s from an unsustainable borehole or a reverse osmosis plant.
As long as it’s a good few kilometres away, they don’t care that a conflict and unwarranted intervention (like, say, Ukraine or Hong Kong) which could affect the international order which allows Malta to flourish as its own state.
Which is why Labour will fail.
In 2014, economic sustainability is culture chic. Doing is back.
Fingers crossed.
Not really, even because it will hurt.
Latest study shows FDI down by another 12%.
Bricks and mortar just don’t have it to stoke internal demand, which is all he’s done.
Muscat knows fully well he’s not delivering, latest fib, ok, solemn promise, was that 1,500 companies will set up shop next year, for a grand total of 4,000 people.
An average of 2.67 employees per company, and not one of our journalists batted an eyelid.
Watch Alistair Campbell on TImestalk – red faces should be shining about now but I doubt if egos were even dented.
http://www.tvm.com.mt/programmes/times-talk/ondemand/
Slightly out of context , but while watching the live streaming of a conference on Investment in Malta,the organiser sent the guests for a 15 minute coffee break to “freshen up” before the prime minister delivers his 20 minute speech which was due at 10.30. The air-conditioning at The Westin Dragonara was not working the organiser said.
Can anyone tell us whether the prime minister was late?
http://www.timesofmalta.com/articles/view/20141008/local/watch-now-national-conference-to-discuss-investment-investors-expect-malta-to-remain-attractive.538829
9.30 – 10.30 am – Presentation of the European and Malta attractiveness survey results by Simon Lee Barberi, EY Malta.
10.30 – 10.50 am – Address by Prime Minister Joseph Muscat.
10.50 – 11.35 am – Keynote address by Alistair Campbell – Malta, developing the right brand for Foreign Direct Investment (FDI).
Alastair Campbell took his jacket off.
At this point it’s time someone gave Tom Scholes-Fogg a ring. Did he organise Campbell’s visit? What was his job at the Office of the Prime Minister? Is Muscat using the same mind control techniques as Tony Blair?
Baxxter, how can anyone attract investment to Malta when a “leading” hotel cannot even provide a decent temperature in the conference hall?
The prime minister’s “address” was a video where the Prime Minister gave a lot of “positive” statistics. Probably he was late due to the traffic chaos which is reigning our roads, and the video clip was a plan “B”.
Muscat is away. His connection was by video link, so traffic wasn’t an obstacle.
You can assume that he was. Joseph Muscat doesn’t wait for anyone. He expects everyone to wait for him.
If the air conditioning had really broken down, so what? He should have been on time anyway, and he wasn’t.
This comment does not relate to the subject matter but I thought it is important.
During the case by Norman Vella against the Prime Minister regarding his re assignment to Passport Control, Norma (forgot her last name) said under oath that she was called by Reno Bugeja who offered her a position on the morning TV show.
She claimed there were no calls for application. So now we have the unbiased head of news hand picking presenters, obviously PL supporters. Should story like this be buried and forgotten about?
Considering our huge limitations, I don’t think it’s fair to compare Malta to other European countries. Anzi, considering these same limitations, I think that we have much to be proud of.
Whatever it is we should be proud of, it isn’t the average ability to assess and analyse facts.
Let’s face it, Malta produced Eddie Privitera.
Also considering our huge limitations, why did we choose independence?
To reduce our limitations.
Giovanni, you belong to those who saw Malta form itself.
Time to shift the paradigm to ourselves.
I am not, certainly, one of those who invent ways and means of discrediting anything/one Maltese.
Sure, you’re one to talk. You were born with a British passport.
Look, I don’t mean to be rude, but this issue should really only be tackled by the post-independence generation.
All I’m saying is that perhaps we need to up the level of self-criticism to that of a place bored of simply ‘being’.
So the republic is here, independent and a member state of the European Union, how about objective thinking and concentrating on the anti-state?
Hemm ghalfejn nghidu liema partit huwa l-aktar fragli ghax minghajr coerenza storika?
Jekk il-PN jibqa’ taht l-istess nassa, kif dahhlu Muscat, pajjiz zghir Giovanni, ma nehilsux mill-biza’.
U kemm kienu jafu jaghmluha bankina l-Inglizi…..tipo’ ahna nilghabu qeghdin.
Who needs science when you can be drip-fed superstitious mumbo-jumbo?
Post-Mintoff generation cannot compare and contrast.
Neither can post independence generations do that.
This is a DOI extract of the first part of the PM’s speech today at the EY Conference. Very, very funny indeed.
I apologise for not being there with you but the afternoon that I planned to spend with you after returning from London, where I am addressing another conference, was taken up by yet another European Summit. At least, this time round, European leaders decided to have a late lunch in Milan, not Brussels, a clear sign that common sense might finally be prevailing in Europe.
Qlustja, my aching sides!
If, according to the experience quoted here by several persons, schools in Malta did not (or do not) offer adequate facilities for the teaching of science, how can one expect an interest in the learning of science among pupils and students?
Interest can be approached from the several angles, amongst which:
Natural bent of the pupils and student;
Ability, preparedness and vision of teachers and lecturers;
Books selected as the medium for imparting knowledge;
Exposure to possibility; eg. live science travel exchange, observing the application of science;
Pre-choice career guidance and exposure.
At Sacred Heart there was a lab for those who chose the science subjects. There was also a choice that mingled history with physics. Importantly, our teachers – to my memory – made the subjects come alive.
We were lucky to have Edward Mallia as Physics teacher and assistant Head Master. Electro-plating was a revelation, no kidding.
Additionally transmission and interest come from physical books already available in the home. The old St Aloysius textbooks on Chemistry were fascinating and written in a style that was much better explained than the text-books available at school, even if older and less modern in approach.
Comparison of style and content places the differences in evidence.
There is a transmission in fascination and physical contact with such items that may not be relayed with today’s classroom techniques alone.
I didn’t chose the three science subjects. Not because I had no interest: it was my preferred choice. But simply because I didn’t want to have to dissect a rat. Career guidance in my time was nil. A choice that effects a whole lifetime is too early put at age 12/13.
In some countries on the continent the curriculum not only has pupils follow through with all subjects, including art and music, until age 17/18, but there are additional subjects introduced at age 14/15 called, for example: MPS: Méthodes et Pratiques Scientifiques.
The additional subjects, for which there is a choice, are there to permit an exploration of style rather than to eliminate the mainstream content progression. There is an exploration into literature, into economic fundamentals and practical applications of life such as filling out tax returns with various real life considerations, limitations and benefits etc
As with many areas later in life, it’s not what is done, but the way it’s done that could create the difference in approach and result.
Interface and pedagogy, as Jozef said.
If we had to create a word that may not exist for the concept in question:
“it’s not what is done, but the way it’s done that could create the difference in approach and result”
I would call it “exvolution”: not a revolution, but an outward looking (as opposed to inwardly constraining) constructive effort (ie one that is forced to conclude with a result at every session – this can be improved as input arrives over time) to change the current status quo.
Change is more easily achieved when:
The next step is made easier;
When we position ourselves as acting from the position we want to get to instead of procrastinating, squabbling and ego-bashing on how to get there.
When small changes over time are effected continuously.
(I’ve noticed the word is used by some on the net, but this would be my use).
An “exvolution”: the accompanying image I have is that of peeling away the zest and emerging from beneath the skin of an orange. Linked with “execute.”
eg.
The teaching of science needs an exvolution.
The school curriculum in general is dated and limited. The union of teachers has come together to design its desired exvolution.
Parliament has voted for the exvolution of the Armier Boat houses. The date set is 1 week from today’s sitting.
The courts have instructed an exvolution to the passport scam legal notices.
The political mindset in Malta may have exvoluted by 2018.
As a graduate in “Education” in Malta, with further training in England (St. Mary’s College, now university, and Birmingham University) as well as 18 years as a teacher (11 as a head-teacher) and a council member of the Malta Union of Teachers (reaching the office of president), I appreciate your exposition, triggered by my short comment, that focused only on what other persons claimed that schools offered by the way of enticing pupils to study science. My appreciation extends for the second part of your contribution which followed.
@ Evarist Saliba
Thank you.
I found it interesting to note that in the concurrent futility complaint against religion classes and in the context of the backing agreement that regulates these classes, the Church/ Curia has asked the Malta Union of Teachers to go on similar lines as one idea presented here above: the MUT has been asked to put forward its own design.
The parameters of the agreement should prevail. The content can always be updated as focal areas are redefined, qualified and refined, over time.
http://thechurchinmalta.org/en/posts/45604/teaching-of-religion-in-state-schools—curia-statement
No wonder Malta Enterprise is finding it so difficult to attract tenants at the new Life Science Park in San Gwann.
A Times of Malta report last week suggested that isotopes for PET CT would also be produced.
The story revolves around a foreign pharmacist who was seeking a post in Malta, and came up with this pet idea, supposedly with the interest of a major multinational, and financed by a leading Maltese entrepreneur.
I was under the impression that Malta Enterprise had by now realised that this guy was just a con man. Seems not.
‘Prime Minister Joseph Muscat said this morning that Malta was the surprise and the outsider that was delivering results in Europe.’ TOM.
Did I die and go to comedy hell? Could someone explain the ‘outsider’ bit please because I never did learn to speak irrational.
Freudian slip. He thinks Malta is a metaphor for himself.
This explains why the students at the University of Malta are not capable of challenging the government. If anything I am sometimes astonished that they seem to lack the spirit to demonstrate but actually SUPPORT this government when it is taking the public for a ride.
Malta must have the highest concentration of ‘doctors’ and ‘professors’ per square mile in the whole of Europe. But they seem to be like zombies to be honest.
Once again the Idi Amin culture.
http://www.maltatoday.com.mt/news/national/44721/despite_all_the_qualifications_maltese_youth_lack_global_awareness#.VDVlhGeSxmM
I suppose when students expect to park their car next to the lecture room, and Labour flags it as an ‘issue’, global awareness isn’t exactly the priority.
http://www.timesofmalta.com/articles/view/20141008/local/79-of-investors-see-malta-as-attractive-down-from-91-three-years-ago.538900
It’s not looking good, not when the prime minister invented a role for himself as going out and about, dumping the schlepp on his cabinet. Somehow, the real guys out there feel left to their own devices, every figure, perceptive it may be, down.
And look,
‘..The respondents also called for an improved transport infrastructure…’
I don’t think you can learn science by heart, thus not popular with teachers…nor with many pupils.
Critical thinking and scientific evaluation by a Charles Abela on The Malta Independent.
http://www.independent.com.mt/articles/2014-10-08/world-news/Spanish-woman-who-contracted-Ebola-touched-face-with-glove-after-leaving-quarantine-roon-6736123344
Read and despair:
Imagine, just imagine, how many people she could have infected unknowingly.
Those with whom she had contact when she went on holiday, those shops, supermarkets whatever from whom she buy her needs, those who touched anything touched by her, if she travelled by plane all those who sat on the same seat or touched anything she touched…..and then those who did how many others they had in turn touched, and in turn those who had been touched by them etc etc.
Imagine that 10 people had touched something that she had touched and in turn ten people touched something touched by those ten persons.
So we started with 1 person, first step we end up with 10 persons, then 10 x 10 = 100 + 1 original and so on ….
I remember when we were young we were told that St whoever it was told a sinner who went to confession and who had lied another person to go and throw a bagful of feathers from the church steeple.
When he had done so St whoever told him to go and collect them all back which is impossible as it is impossible to contact all the people who in turn had spoken to others about the lie.
The same can be considered with this EBOLA issue regarding the nurse.
How can anyone know who had touched anything touched by her and quarantine them?
Who needs science when one can be a worldwide successful self-promoting fraud like Edward de Bono.
Ah. But who would have taken him at his word without the “stop-dead in your tracks impressive string of letters” to his name?
To be a successful fraud you need a strong illusion.
The illusion resided in the assumption by those coming into contact, that they were dealing with a gentleman.
As we all know, “a gentleman’s word is his deed.”
Tra il dire e il fare, c’é di mezzo il mare.
The formula would only have needed variations to proportion: How much science? How much illusion?
At what point in the show does the fraud come in?
Who, along one line of strategy, gets the science? Who, gets the illusion? And, penultimately, how do the benefits get reaped? The ultimate step, a science to itself.
The qualities of a gentleman – observed, analysed and donned – could never have converted illusion to “success” without a highly fine-tuned application of science.
The answer to all your questions is in Southpark’s season 18, episode 1. Go fund yourself.
Baxxter, they aren’t questions that seek an answer, but ones to serve as illustrations.
I find irrational thinking to be an oxymoron. Besides why should just science make us rational and not art, languages, literature, philosophy, music, religion and other similar subjects? The problem with scientific subjects is that they are much more difficult than other subjects and therefore many opt for other subjects.